Journal of Education in Developing Areas
Home > Vol 31, No 2 > Deebom

Management of Gender Educational Imbalance in Science, Technology, Engineering and Mathematics in Universities in Rivers State

Tambari Mtormabari Deebom, Patricia Ebele Oshebor

Abstract


The study examines management of gender educational imbalance in Science, Technology, Engineering and Mathematics in universities in Rivers State which include Rivers State University (RSU) and University of Port Harcourt (UNIPORT). The study employs the descriptive research survey design. The population of study was 13,575 students (RSU = 8,746 and UNIPORT = 4,829) from STEM Faculties and Departments from the study institutions. The sample of the study was 752 STEM students comprising 383 (Male (X1) = 287; Female (X2) = 96) from Rivers State University and 369 (Male (X3) = 238; Female (X4) = 131) from University of Port Harcourt respectively. Multistage sampling technique was employed in the selection of sample. The instrument for data collection was a self-structured questionnaire tagged “Science Technology Engineering Mathematics Management Questionnaire (STEM-MQ)” which was designed and patterned after four point modified rating scale of agreement. The instrument was validated for face and content validity and a reliability of 0.87 was established using Pearson Product Moment Correlation (PPMC) coefficient. Data collected were amalysed with mean statistics to answered research questions while One Way Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The study found that gender educational imbalance in STEM is caused by several factors which affects participation of female folks in the society and industry. However, strategies for improvement of female enrolment in STEM were found out. Based on the findings of the study, it was recommended among others that universities should organize guidance and counselling programme in the form of sanitization orientation for females intended students especially at the secondary school level. This will help in reducing the male stereotyped as accorded to STEM by many. Free scholarship should be given by government, philanthropist, and non-governmental agencies to female students in STEM especially on further training that will make to advance technically and technologically. Admission scores and conditions should be reduced for female students seeking admission into STEM courses as this will enhance more enrollment thereby reducing the imbalance.

Keywords


Management; STEM; Gender Imbalance; Socio-economic

Full Text:

PDF Download

References


Agommuoh, P.C. & Ndirika, M.C. (2017). Strategies for promoting gender equality in STEM education towards sustainable development. Proceedings of STAN 60th Anniversary Conference 14 – 19th August 2017, 298 – 303.

Akinwumi, F. S. & Unaeze, U. C. (2020). Factors responsible for gender imbalance among university undergraduate students from southeast, Nigeria. Retrieved from https://www.researchgate.net/publication/343282822 and accessed on 14/04/2023.

Barker, L. J. & Aspray, W. (2006). The state of research on girls and IT. In J. M. Cohoon & W. Aspray (Eds), Women and Information Technology: Research on Underrepresentation. London, The MIT Press, pp. 3-54.

Danmole, B. T. (2011). Emerging issues on the universal basic education curriculum in Nigeria: Implication for the science and technology component. Pakistan Journal of Social Sciences. 8(1); 62-68.

Dantani, I. W. & Baba, G. K. (2011). Science, technology, engineering and mathematics education: Nigeria in the emerging world order and militating issues for development. Proceedings of the 52nd Annual Conference of the Science Teachers Association of Nigeria (STAN) pp.23-29.

European Commission Ethics and Gender (2013). She Figures 2012: Gender in research and innovation. Luxembourg: Publications Office of the European Union. p. 1 - 157. Available: https://ec.europa.eu/research/science- society/document_library/pdf_06/she figures-2012_en.pdf.

Franklin, A. P. (2002). Corporations, culture and conflict. California Management Review, 31 (4); 9 - 23.

Idyorough, A. E. (2015). Gender concepts and issues in Nigeria. Makurdi, Benue: Aboki Publishers.

Lorber, J. (1994). Paradoxes of gender. New Haven, CT: Yale University Press.

Mgbodile, T. O. (2000). Hindsight on Universal Primary Education (UPE) implementation for planning and implementation of Universal Basic Education (UBE). The Nigerian Universal Basic Education Journal, 1 (2); 105 - 110.

Morales, M. E., Avilla, R.A. & Espinosa, A.A. (2016). Exploring gender disparities in science and mathematics classrooms in the basic education. International Journal of Research Studies in Education, 5(3), 39 – 58.

National Bureau of Statistics [NBS] (2014). Social Statistics in Nigeria: Federal Republic of Nigeria.

National Science Foundation [NSF] (2016). Graduate research programme. Retrieved from https://www.nsfgrfp.org/ and accessed on 14/04/2023.

Nwajiuba, C. A. (2011). Culture and sex imbalance in higher education in Nigeria: Implications for development. Journal on Educational Research. 2(3); 926- 930.

Obiadazie, R. E. (2019). Prevalence and causes of gender imbalance in science education in universities in Anambra State, Nigeria.

Odejide, A. (2011). Gender equity, higher education and sustainable development. A Paper Delivered at the 49th Postgraduate School Discourse, University of Ibadan, January 25,2011.

Okeke, E.A.C (2002). Women participation in science, technology & mathematics: Educators as facilitators. A lead Paper at the 8th National Conference of Nigeria Academy of Education, Enugu

Oti, N. N. (2011). Gender and gender issues in Nigerian Universities. University Education in the 21st Century: Attaining the international benchmark in Nigeria. A Festschrift in Honour of Prof. C. O. E. Onwuliri. Eds. J. E. Nworgu, B. C. Ohanuzue, B. J. Iheriohanma, O. A. Emejulu, J. I. Lemchi. Oweri: Skillmark Media.

Risman, B. J. (2004). Gender as a social structure. Theory wrestling with activism. Journal of Gender and Society, 18(4): 429-450.

Ugwuada, A. O. (2011). Strategies for reforming Science, Technology, Engineering, and Mathematics (STEM) teaching and learning in schools. Proceedings of the 52nd Annual Conference of the Science Teachers Association of Nigeria (STAN) pp.60-65.

UNESCO (2016). Increasing women's participation in Science, mathematics and technology education and employment in Africa. Expert Group Meeting Gender, Science and Technology.




Copyright (c) 2023 Journal of Education in Developing Areas

Copyright @ Faculty of Education, University of Port Harcourt