CHAPTER TWO

LITERATURE REVIEW

 This literature review highlights the level, causes, and consequences of gender differences in STEM education in Nigeria and possible solutions.

It is noted that gender inequality in STEM education is quite prevalent among the tertiary education institutions in Nigeria. As reported by Akintoye et al. (2024), the rate of participation of male students in STEM courses continues to be higher in universities in Nigeria. In addition, according to the findings of Madu (2024), there are notable differences in terms of participation in fields like Mathematics, Computer Science, and Statistics where male participants prevail compared to Biology. This means that the level of gender inequality is not the same for all STEM courses in Nigeria.

 Additionally, national data has provided evidence as to how big of an issue this problem is. Data has shown that only about 22% of those receiving STEM education in Nigeria are women, thus resulting in a great disparity in terms of representation within the educational sphere and in the labor market. Such disparities negatively impact the development of the nation since there is a lack of experts who can innovate and make contributions in different spheres of society.

Researchers have noted a number of socio-cultural barriers to women in STEM education. For instance, it has been noted that one of the major factors impacting gender disparities is gender stereotypes about STEM as masculine fields. As was noted by Adesulu-Dahunsi (2025), girls are influenced by cultural and societal stereotypes and therefore choose not to enter science or technology as their career path. Furthermore, such barriers are reinforced by parents, peers, and a lack of female role models in STEM.

Besides enrollment disparities, the national figures vividly outline the problem's magnitude. According to reports, female students constitute approximately 22% of STEM graduates in Nigeria, which is a clear indicator of gender disparity in higher education and the labor market (). This issue of underrepresentation in STEM fields does not only have an impact on women but leads to a loss of the necessary professional talents in the advancement of technological innovation and economic development.

Studies have shown that gender differences in STEM education are influenced by various socio-cultural factors. One key factor is the lingering of gender stereotypes which depict STEM fields as domains dominated by males. For example, Adesulu-Dahunsi (2025) states that cultural values and societal standards often act as barriers to girls' participation in sciences and technologies, thereby affecting their educational choices. These stereotypes are perpetuated through parental encouragement, peer pressure, and the scarcity of female role models in STEM areas.

Besides, lack of adequate career counseling even at the level of secondary schools has been pinpointed as one of the factors leading to girls' underrepresentation: "Iloakasia (2023) notes that career guidance programs if well implemented have the potential to significantly influence students' career decisions and decrease gender disparities in STEM education. Such programs not only inform students about STEM careers but also help in breaking down stereotypes which can motivate more girls to choose STEM fields".

Socio-economic conditions also determine girls' and boys' enrollment in STEM subjects. For instance, in many Nigerian families where financial means are scarce, the education of males may be favored over that of females especially when it comes to STEM courses which are highly demanding and require more resources. Furthermore, the expense for technological tools and learning materials might be an additional factor that prevents girls from stepping into the world of STEM.

The consequences of gender differences in STEM education are quite extensive. From a personal standpoint, the scarcity of women in STEM limits their choice of professions and the possibility of maximizing their income. From a broader perspective, it hinders the availability of different viewpoints and ideas essential for innovation and problem-solving. Research indicates that diverse groups are better at handling complex problems, thereby highlighting the significance of gender equality in STEM disciplines

The literature further discusses several approaches for tackling gender inequality in STEM education in Nigeria. Gender-sensitive policies which promote the involvement of women in STEM education are one of the critical methods. It involves the provision of scholarships and mentorship to support female learners in STEM fields (Adesulu-Dahunsi, 2025). Networking, mentoring, and professional development are vital components in promoting women in STEM fields .

Another method entails early exposure of children to STEM education. Getting girls interested in science and technology while still in primary and secondary schools is important. Role models who excel in STEM subjects can also be used to inspire girls to join this field.

Moreover, the application of inclusive approaches in teaching and designing the curriculum can help mitigate gender bias in STEM education. It is recommended that teachers implement teaching methods that encourage the involvement of all students irrespective of their gender identities. These approaches include group-based learning, practical activities, and using examples that appeal to both boys and girls.

Another way to tackle gender disparity issues in STEM is through technological development. With the introduction of online learning platforms, it is possible to offer learning options to female learners who cannot attend school due to various reasons. However, access to these online platforms needs to be considered when addressing gender issues in STEM education.

To conclude, it is apparent from the research that gender differences in STEM education in Nigeria continue to be a major challenge despite attempts at advancing gender equality in recent times. Issues such as socio-cultural perceptions, poor self-efficacy, institutional barriers, and economic constraints have led to gender differences in STEM education. It is therefore imperative that solutions are sought using a multi-faceted strategy in order to advance gender inclusivity in STEM education in Nigeria.

References

Adesulu-Dahunsi, A. T. (2025). Strengthening female representation in STEM and promoting gender equality for inclusive and sustainable development in Nigeria. Journal of Advanced Research in Women’s Studies, 3(2), 15–32. ()

Akintoye, H., Lameed, S. N., Bankole, I. S., Adam, U. A., & Ayodeji, B. (2024). Gender participation in tertiary STEM education in Nigeria: Examining the current perspectives. Journal of Educational Sciences, 8(1), 1–11. ()

Iloakasia, A. J. (2023). Career guidance programs and gender disparities in STEM education. Action Research Journal Indonesia, 6(3). ()

Madu, C. O. (2024). Gender imbalance in STEM programs in Nigeria. Path of Science Journal. ()

National Bureau of Statistics / FITC Report (2023). Female representation in STEM graduates in Nigeria. ()

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter discusses the research methodology. It entails the method used to carry out the research work and also explains the research design that was used for the study, sample design, methods used in collecting data and how the results data are analyzed.

3.2 RESEARCH DESIGN

3.3 POPULATION OF STUDY

3.4 SAMPLING TECHNIQUE AND SAMPLE SIZE 

3.5 SOURCES OF DATA COLLECTION

3.6 DATA COLLECTION INSTRUMENT

3.7 VALIDITY AND RELIABILITY OF THE INSTRUMENT

3.8 METHOD OF DATA ANALYSIS