An assessment of gender disparity in STEM-related subject enrolment in Wukari LGA, Taraba State
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Background of the Study
Gender disparity in education, particularly in STEM fields, has long been a global concern, and Wukari LGA in Taraba State is no exception. In recent years, efforts to bridge the gender gap in STEM-related subject enrolment have intensified, aiming to foster a more inclusive educational environment (Aisha, 2023). Despite these efforts, a persistent imbalance remains, with female students often underrepresented in science, technology, engineering, and mathematics courses. Cultural, social, and economic factors have been identified as contributing to this disparity, influencing parental expectations, teacher attitudes, and student self-confidence (Bukar, 2024). In Wukari LGA, the low enrolment of female students in STEM subjects is further exacerbated by limited access to role models and gender-sensitive educational resources. Recent educational reforms have introduced initiatives to encourage female participation through scholarship programs, mentorship, and community outreach (Chidinma, 2023). However, these initiatives face challenges in altering deeply ingrained societal norms that favor male dominance in technical fields (Emeka, 2024). Furthermore, inadequate teacher training and insufficient emphasis on gender equity within school curricula contribute to the ongoing disparity (Fatimah, 2025). The promotion of gender equity in STEM is not only a matter of social justice but also a critical economic imperative, as a diverse workforce drives innovation and productivity (Gbemisola, 2023). Research has consistently demonstrated that increasing female participation in STEM leads to improved problem-solving abilities and more creative approaches to technological challenges (Halima, 2024). Despite these recognized benefits, the gender gap persists due to multifaceted challenges that require targeted interventions. The background of this study highlights the complex interplay of cultural, institutional, and individual factors that sustain gender disparity in STEM enrolment in Wukari LGA. It underscores the urgent need for systematic research to identify barriers and develop strategies that can promote greater female participation in STEM education, thereby harnessing the full potential of the local talent pool (Ibrahim, 2025).
Statement of the Problem
The underrepresentation of female students in STEM-related subjects in Wukari LGA poses a significant challenge to achieving gender equity and maximizing the potential of the educational system. Despite various initiatives aimed at encouraging female participation, enrolment rates remain disproportionately low compared to their male counterparts (Jummai, 2023). One key problem is the pervasive cultural perception that STEM fields are more suited to males, a belief that is reinforced by societal norms, family expectations, and even teacher biases (Kadiri, 2024). This perception discourages girls from pursuing STEM subjects from an early age, leading to self-selection out of these fields during critical decision-making periods in their education. Moreover, the educational infrastructure in many schools does not provide adequate support or resources specifically targeted toward engaging female students in STEM, such as gender-sensitive teaching methods or extracurricular STEM clubs (Ladi, 2025). Inadequate mentorship and the lack of visible female role models in STEM further exacerbate the problem, leaving female students with limited guidance and inspiration to pursue careers in these areas (Mariam, 2023). Additionally, financial constraints and limited access to quality educational materials in certain parts of Wukari LGA contribute to the difficulty in attracting and retaining female students in STEM programs (Nneka, 2024). These challenges are compounded by the fact that many interventions remain isolated and fail to address the broader socio-cultural dynamics at play. The persistence of gender disparity in STEM enrolment not only limits individual opportunities but also hampers the region’s ability to develop a diverse and innovative workforce. This study is therefore designed to assess the underlying causes of gender disparity in STEM enrolment in Wukari LGA and to identify effective strategies to overcome these barriers. The ultimate goal is to inform policy and practice, ensuring that educational reforms promote equitable participation and unlock the full potential of all students regardless of gender (Oluchi, 2025).
Objectives of the Study
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To assess the extent of gender disparity in STEM-related subject enrolment in Wukari LGA.
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To identify the socio-cultural and institutional factors contributing to the underrepresentation of female students in STEM.
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To recommend strategies for promoting gender equity in STEM education.
Research Questions
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What is the current level of gender disparity in STEM enrolment in Wukari LGA?
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What are the key factors contributing to lower female participation in STEM subjects?
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What interventions can be implemented to improve female enrolment in STEM-related courses?
Research Hypotheses
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There is a significant gender disparity in STEM subject enrolment in Wukari LGA.
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Cultural perceptions and societal norms significantly contribute to the underrepresentation of females in STEM.
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Targeted interventions, such as mentorship programs and gender-sensitive curricula, can improve female participation in STEM.
Significance of the Study
This study will provide valuable insights into the factors driving gender disparity in STEM enrolment in Wukari LGA. Its findings will inform policymakers, educators, and community leaders in designing effective strategies to foster gender equity, thereby enhancing the overall quality and inclusiveness of STEM education in the region.
Scope and Limitations of the Study
This study is limited to examining gender disparity in STEM-related subject enrolment in selected secondary schools in Wukari LGA, Taraba State. It does not extend to tertiary education or other regions, and its findings are restricted to the surveyed institutions.
Definitions of Terms
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Gender Disparity: The unequal representation or participation of males and females in a given field.
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STEM Enrolment: The process of registering or entering students into Science, Technology, Engineering, and Mathematics courses.
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Role Model: An individual whose success or behavior can inspire others, particularly in a specific field such as STEM.
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