A new initiative to improve females’ performance in science, technology, engineering, and mathematics has been introduced.
The initiative, which is backed by ‘Young African Women Initiatives’ (YAWI), aims to improve learning outcomes for more than one thousand Form One and Form Two students from informal settlements in Nakuru County in these crucial subjects, also known as STEM.
According to YAWI Programs Officer Karen Wairimu, this is in response to difficulties identified in teaching the subjects in the majority of institutions, such as a lack of interest among girls in ‘hard sciences, resulting in poor performance.
In the STEM Improvement Programme, the Free Area, Kiratina, Bondeni, Kivumbini, Kwa Ronda, and Flamingo estates will be prioritized.
Wairimu stated that the program was focusing on increasing parents’ awareness of the significance of STEM, as they have a significant impact on their children’s career choices and motivation, as well as reducing negative social perceptions and developing strategies to increase female role models and mentorship, particularly in informal settlements.
According to Wairimu, there is significant importance in initiating engagement with girls during their lower secondary school years, with the intention of enhancing the prominence of STEM subjects as potential career paths.
She further elaborated that their efforts are designed to work in harmony with the prevailing STEM strategies within educational institutions.
This aims to empower students as thoughtful learners, equipping them to achieve their intended objectives, seamlessly progress through STEM subjects, and potentially pursue careers aligned with STEM fields.
Wairimu indicated that they had hired science, technology, engineering, and mathematics teachers to assist students in acquiring the 21st-century skills of critical thinking and teamwork that will be required for future STEM vocations.
Other specific strategies for motivating female students and enhancing their self-perception include the use of role models and dynamic career counselling, she said.
Wairimu acknowledged that the negative perception of girls toward technical disciplines was cause for concern, but she was optimistic that the new strategy would be successful.
The Programs Officer indicated that there is a need to intensify strategies aimed at bridging the gender gap in tertiary enrollment and completion of STEM-related courses.
Globally, only 35 per cent of science, technology, engineering, and mathematics (STEM) pupils in higher education are female, according to a recent report by the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
Given that STEM vocations are considered to be the jobs of the future, Wairimu observed that this gender disparity was especially alarming.
The UNESCO report titled “Cracking the Code: Girls’ and Women’s Education in STEM” highlights the global presence of a significant gender imbalance in the representation of women within STEM fields.
This imbalance is particularly prominent in sub-Saharan Africa. According to the Programs Officer, many students are unaware of the vast array of scientific vocations and pastimes.
In addition, she stated that many students do not believe they can perform well in science and have the misconception that it is too difficult; therefore, the program must dispel these misconceptions.
She also mentioned that they are well aware of the significance of their role in promoting STEM through their support of education and mentorship programs.
Additionally, she noted that teachers hold a crucial role in shaping students’ choices when it comes to taking up science subjects during their secondary school education.
The elimination of stereotypes and prejudices regarding the masculinity of STEM would be a step in the right direction, according to mathematics teacher Faith Wanjiku.
The program she observed was an excellent illustration of a platform that promotes innovation and cultivates STEM-related interests and abilities.
STEM fosters economic development. We must redouble our efforts to recruit more girls and women into STEM fields.
By tapping into their skills and innovative ideas, significant strides can be achieved in alignment with the Sustainable Development Goals (SDGs) and the aspiration for a more harmonious, equitable, and prosperous global landscape.
Wanjiku noted that women are still underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields, despite the existence of many gender-sensitive policies at the national and institutional levels.
Wanjiru, speaking from her perspective as a mathematics teacher, conveyed that she often hears girls express the view that certain subjects are challenging.
However, she emphasized that this perception does not accurately reflect reality. According to her, the key lies in providing teachers with effective training and empowerment to present these subjects in an appealing manner.
Wanjiru emphasized the need to transform this mindset and attitude, highlighting the importance of finding methods to alter these perceptions.
In order to encourage more women to enrol in STEM programs, she suggested that institutions implement mentoring and role modelling from elementary school through college.
Wanjiru further emphasized that in order to challenge the prevailing stereotype that STEM subjects are difficult and uninteresting, it is essential to actively involve young learners in enjoyable learning experiences.
This approach can effectively cultivate their interest in these subjects from a young age. Additionally, Wanjiru highlighted the significance of providing ongoing training for women teachers in STEM fields.
This measure not only enhances their expertise but also facilitates the availability of proficient female educators capable of delivering STEM content effectively and with professionalism.
She noted that in order for Kenya to accomplish its goal of a middle-income economy, prompt and decisive action must be taken to encourage the early adoption of STEM subjects by motivating and mentoring students in their pursuit of STEM-related careers.