An examination of the impact of cultural norms on female students’ participation in STEM subjects in Nsukka Local Government Area, Enugu State
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Background of the Study
Cultural norms play a significant role in shaping educational choices, particularly in the context of female participation in STEM subjects. In Nsukka Local Government Area, traditional beliefs and gender stereotypes often discourage female students from pursuing studies in science, technology, engineering, and mathematics (Nwosu, 2023). Societal expectations and cultural practices can lead to self-selection, where girls opt for fields deemed more appropriate based on gender roles (Chimaroke, 2024). As a result, the representation of females in STEM remains disproportionately low, hindering diversity and innovation. This study aims to examine how entrenched cultural norms influence female students’ participation in STEM. By exploring societal attitudes, familial expectations, and institutional practices, the research seeks to uncover the barriers that limit female engagement in these fields. Empirical evidence will be gathered to assess the extent of the impact and to identify strategies that can promote greater inclusion. Addressing these challenges is essential for empowering women and ensuring equal opportunities in STEM education (Okeke, 2025). The study further investigates how modifying cultural perceptions can lead to increased female representation, fostering a more inclusive and progressive academic environment. Additionally, the research will examine mentorship programs and community outreach initiatives to assess variations in cultural impact.
Statement of the Problem
Female students in Nsukka face significant barriers to participating in STEM subjects due to prevailing cultural norms and gender stereotypes. Traditional beliefs discourage girls from engaging in science and technology, leading to underrepresentation and limited career prospects (Nwosu, 2023). The impact of these norms is compounded by insufficient support systems and mentoring opportunities (Chimaroke, 2024). Consequently, female participation in STEM remains low, hindering diversity and innovation in these fields. This study aims to identify the cultural factors that restrict female engagement in STEM and propose strategies to overcome these challenges (Okeke, 2025). Urgent measures are needed to promote equal STEM access immediately, today.
Objectives of the Study:
- To examine the influence of cultural norms on female participation in STEM.
- To identify barriers and challenges affecting female engagement in STEM.
- To propose strategies and interventions to enhance female representation in STEM.
Research Questions:
- How do cultural norms impact female students’ choices in STEM subjects?
- What are the primary barriers to female participation in STEM?
- What interventions can effectively increase female engagement in STEM?
Research Hypotheses:
- H1: Traditional cultural norms negatively affect female participation in STEM.
- H2: Gender stereotypes are associated with lower enrollment of females in STEM.
- H3: Targeted interventions will improve female representation in STEM subjects.
Significance of the Study
This study is significant as it explores the impact of cultural norms on female students’ participation in STEM in Nsukka. The findings will inform educational reforms, mentorship programs, and community initiatives aimed at reducing gender disparities. By identifying and addressing cultural barriers, the research contributes to creating a more inclusive academic environment, enhancing diversity, and fostering innovation in STEM fields.
Scope and Limitations of the Study:
Limited to examining the impact of cultural norms on female participation in STEM subjects in Nsukka Local Government Area.
Definitions of Terms:
- Cultural Norms: Shared beliefs and practices that influence behavior.
- STEM: An acronym for science, technology, engineering, and mathematics.
- Participation: The active involvement of students in academic subjects.
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