STRUCTURE OF THE PRESENTATION

1. CHALLENGES INHIBITING THE PARTICIPATION OF GIRLS IN STEM EDUCATION: A CASE OF 5 A- LEVEL SCHOOLS IN GWANDA CENTRALDube B, Nkomo D & Nyama C

2. STRUCTURE OF THE PRESENTATION • BACKGROUND OF THE STUDY • STATEMENT OF THE PROBLEM • RESEARCH QUESTIONS • PURPOSE OF THE STUDY • METHODOLOGY • FINDINGS • CONCLUSIONS • RECOMMENDATIONS

3. BACKGROUND TO THE STUDY • In Zimbabwe and other developing countries, a notable gender gap exists in STEM Education. • The performance of girls in science education suffers considerably from expectations and influences of society (Boilock, 2010) • The patriarchal nature of communities tends to stifle the rights of the girl child. • The gendered experiences that babies are exposed to at early stages of their lives tend to influence their future careers (Tenenbaum, Snow, Roach & Kurland, 2005) • Educational attainment of parents also contributes to the subject uptake of children (Simpkins, Davis- keom & Eccles, 2006).

4. Background (ctd) • Boilock (2010) : a highly math- anxious female teacher can influence girls’ achievement in Maths. • Depressed self confidence and self esteem creates disinterest in the subject and eventually drop out (Stake, 2006). • Teaching strategies that suit the learning of girls need to be adopted (Ogunkola & Olatoye, 2005). • Global trends have led to paradigm shifts pertaining to quality and equity issues • In Zimbabwe, no policy biased to the girl child’s education in sciences exists

5. Statement of the problem • The girl child has traditionally been perceived as having subdued participation in areas that require highly specialized technical and cognitive abilities. • This has influenced lack of sustained performance and eventual success in academic practices they engage in, particularly science education. • In view of this ,one wonders what actually militates against participation of girls in STEM education in Gwanda Central High Schools.

6. Research questions • Which teaching strategies are adopted in delivering STEM education in order to foster participation of the girl child? • What available learning resources and equipment enhance the participation of girls in STEM education? • What support programmes or services are provided to improve the learning of the girl child in the science subjects? • To what extent do administrative policies guide the participation of the girls in STEM education? • How do perceptions of teachers, parents and students influence participation by gender?

7. Purpose of the study • Assess the teaching strategies adopted in teaching STEM education to girls. • Evaluate the availability, relevancy and adequacy of resources and equipment that necessitates participation of girls in STEM Education. • Establish support programmes and services that are in place to improve the involvement of the girl child in STEM education. • Examine the extent to which availed policies give guide to the participation of girls in STEM education. • Analyze perceptions of teachers, students and parents in influencing participation of girls in science education.

8. Methodology • This study adopted a case study design of the qualitative approach. • The case study design is intended to afford the researcher to study contemporary phenomena within its real life context and to use multiple sources of evidence (Yin, 1984). • This strategy allows for the collection of data that can be presented through themes and statistical analysis (Creswell, 2005).

9. Methodology (ctd) • Mixed questionnaires and focus group discussion were used to obtain data. • The population of study comprised heads of schools, teachers and students in the five Gwanda Central High Schools. • A convenient-purposive sampling technique was used to draw a sample for the study. • The sample constituted twenty five(25) science educators, five(5) Heads of schools and fifty(50) female students

10. Findings • There are no peculiar teaching strategies that are biased to the participation and achievement of the girl child in STEM education • Some administrators play an exclusive role of selecting subjects for A-level students, while students, teachers and parents play a passive role. • The available science laboratories have limited modern equipment and resources to cater for all learners, girls inclusive. • Lack of science centres has an influence on the performance of girls in STEM education.

11. Findings (ctd) • Support services and programmes such as career guidance and counseling are availed in schools, however, there are not particular to STEM education. • The cultural ceiling phenomenon in the society has an impact on the participation of girls in STEM education. • Girls are made to believe that they cannot pursue particular studies that seem inappropriate for their gender. The masculine image of science escalates their belief. • There is a dearth of regulatory measures aimed at supporting the girl child towards STEM education.

12. Conclusions Girls, like their male counterparts, have a capacity to participate and achieve exceedingly in STEM education. However, relevant stakeholders need to consider the following factors: • Implementation of teaching strategies that are commensurate to the needs of the girl child. • Provision of adequate and suitable learning resources and equipment. • Provision of viable policies and legislation skewed towards achievement of girls in Science education. • Advocacy aimed at sensitizing or changing the mindset of communities towards the competencies of the girl child.

13. Recommendations • The Ministry of Primary and Secondary Education should establish and staff develop teachers on strategies that improve participation of girls in STEM education. • Recruitment and selection of A- level students should involve critical stakeholders and ensure that gender equity and equality issues are addressed. • The Ministry of Primary and Secondary education should increase the pool of girls studying sciences by offering educational scholarships to girls engaged in this field. • The Ministry of Primary and Secondary Education should source funding from Government and Non- Governmental organizations to establish vibrant science centres, at least one per district.

14. Recommendations (ctd) • Interested parties should increase career guidance programmes and services aimed at sensitizing and encouraging the girl child to study sciences at A-level. • Communities should design and implement advocacy and sensitization programmes through available media to deal with dysfunctional cultural beliefs on the participation of the girl child in the sciences. • Government policies and regulatory measures should be more supportive to all efforts aimed at increasing the participation of girls in STEM education.

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