Gender differences in STEM engagement: Evidence from female participation in Mathematics, Physics and Chemistry in public secondary schools in Nigeria

Abstract The field of STEM (Science, Technology, Engineering, and Mathematics) education plays a critical role in the development of our nation, but there are still disparities between males and females, particularly in the enrollment of females in main science subjects at the secondary school level. The present study investigated gender parity in participation (enrollment, attendance and engagement) in Mathematics, Chemistry and Physics in public secondary schools in Gombe and Bauchi, Nigeria especially the girls. A descriptive survey design was used for the study with 107 STEM teachers  selected using purposive sampling. Data collection was done using a structured questionnaire which is validated by experts. The perceptual items had a reliability statistic of Cronbach's alpha of 0.82. Descriptive statistics were used to analyze the data. The findings revealed that participation of females in Mathematics (40-49%) and Chemistry (40-49%) was moderate while in Physics (below 30%) was low as perceived by teachers. Teachers identified some factors which affect participation such as, interest and motivation, beliefs about STEM, availability of laboratory, parental support, peer influence, stereotypes in society, cultural attitudes, and the presence of role models. The findings highlight the importance of intentional, sustained actions by policy-makers, schools, communities and other stakeholders to enhance females' participation in STEM fields. Challenging stereotypes and encouraging participation of females in STEM disciplines are recommended through public enlightenment activities that are shared via PTAs, community groups, and community meetings.  Keywords; Gender differences ,STEM Education, Female participation, Mathematics, Physics, Chemistry