Bridging the Gender Gap: Strategies for Enhancing Girls' Participation in STEM-Related TVET Programmes in Cape Coast Metropolis in Ghana

Christina Boateng

doi:10.51867/AQSSR.2.1.17

Authors

Christina Boateng University of Cape Coast, Cape Coast, Ghana Author https://orcid.org/0000-0002-5934-1489

DOI:

https://doi.org/10.51867/AQSSR.2.1.17

Keywords:

Female Participation, STEM-Related TVET, TVET Programmes, Technical Education, Vocational Education, STEM Careers

Abstract

This study investigates the persistent underrepresentation of girls in Science, Technology, Engineering Mathematics (STEM) -related Technical and Vocational Education and Training (TVET) programmes at the pre-tertiary level in the Cape Coast Metropolis. Recognizing the critical role of STEM careers in driving socio-economic development, the study identifies the factors contributing to this gender disparity and proposes strategies to enhance female participation in STEM –related TVET programmes. The study is informed by the Social Role Theory. The convergent mixed-method research approach and the cross-sectional research design were employed. Uutilising the census sampling, 109 girls enrolled in STEM- related TVET programmes in pre-tertiary TVET delivery institutions in the Metropolis were selected for the study. Primary data as well as secondary data as collected from the Institutions and utilised. The primary data was collected using a structured questionnaire and interviews. Data analysis was done using descriptive statistics. The findings revealed that despite ongoing efforts to promote gender equality, significant barriers continue to hinder girls' enrolment in STEM-related TVET programmes. These barriers include systemic challenges, entrenched societal stereotypes, insufficient institutional support, and absence of targeted interventions. The study concludes that a multi-faceted approach, involving a comprehensive action and strong support is needed at the school level to address the issue. It is therefore recommended that school leaders should employ strategies to counteract the persistent stereotypes, encourage support, and inspire more girls to pursue STEM-related TVET. These should include instituting mentorship programmes to connect female students with successful women in STEM-related TVET fields as role models to provide guidance, share personal experiences, and encourage female students to explore and participate in the field. Again, community awareness campaigns aimed at changing the perceptions of parents, guardians as well as the broader community about STEM field and professions for girls should be launched to promote the relevance and benefits of STEM –related TVET education for girls and society as a whole.

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