August 16, 2025Research Journal of Education Teaching and Curriculum StudiesOpen Access

School–Community Perceptions Shaping Girls’ Participation in STEM Education: Empirical Evidence from Nyagatare District, Rwanda

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Authors

JUJean Paul UzabakirihoUniversity of Rwanda GGGaspard GaparayiUniversity of Rwanda INIrenée NdayambajeUniversity of Rwanda

Discussion

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Implication

Empirical evidence reveals that gender biases and school-community perceptions hinder girls' participation in STEM in Nyagatare, suggesting the need for targeted evidence-based interventions.

Key Points

Girls' participation in STEM remains significantly lower due to pervasive gender biases and stereotypes, despite improvements in basic education enrollment.
Quantitative and qualitative analyses involving 431 students and 34 key informants highlighted the impact of socio-cultural norms on aspirations and identity in STEM.
Mixed-methods research employed chi-square and Phi analyses to establish strong correlations between gender and the reinforcement of stereotypes.
Inclusive interventions, such as career counseling and visible female role models, can effectively counteract biases and promote girls' engagement in STEM education.

Cite This Study

Uzabakiriho et al. (2025) studied this question.

synapsesocial.com/papers/68c235fdb210217d64772a0d https://doi.org/10.58721/rjetcs.v3i2.1196

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Implication

Empirical evidence reveals that gender biases and school-community perceptions hinder girls' participation in STEM in Nyagatare, suggesting the need for targeted evidence-based interventions.