Perceptions and Attitudes of Female Students Towards Science, Technology, Engineering and Mathematics (Stem) Courses at the University of Nairobi’s Main Campus

Abstract

The study was on perceptions and attitudes of female students towards Science, Technology, Engineering and Mathematics courses at the University of Nairobi. Its objectives were to identify the perceptions of non-STEM female students towards STEM courses at the University of Nairobi and to describe the attitudes of non-STEM female students towards STEM courses at the University of Nairobi. The study adopted cross-sectional and exploratory research design using both qualitative and quantitative data collection methods. Purposive sampling was used to identify 50 respondents for semi-structured questionnaires and case narratives. At the same time key informant interviews was carried out to gather more data on this study. The theoretical framework used for the study was career construction theory. The relevance of this particular theory was based on the premise that people choose their careers based on how they have been socialized in life, how their worldview was shaped and also on how they believe their roles are ascribed to them based on their abilities, skills, competencies and aptitude. The study findings indicate that females at times feel unwanted in STEM studies because of male dominance and lack of role models in STEM fields. It also highlighted that a lot of stereotypes about female students regarding STEM are negative in nature. Culture played a key role in this study since it shapes how females view themselves and establish a relationship with STEM. It is also paramount to acknowledge that the females in this study came from a background where STEM was not given top priority in their lives. They grew up believing that it is a reserve for males and their contribution towards it was overlooked. The study concluded that gender inequalities were present in STEM and it is evident from a young stage of females where they are molded to take other routes that ‘suit’ their gender expectations according to the society. The study recommended that there is need to incorporate gender sensitivity in our curriculum especially in our text books through the use of illustrations that allows both boys and girls to feel included and identify. The curriculum could also be revised and updated to make STEM more relatable for students where it can be less abstract. It also noted that Kenyan schools should have career programs from an early stage that allows students to ask questions and open up their world. Trainees who give career talks should have a practical approach that is involving and hands-on for the students. STEM subjects in schools should go beyond laboratory experiments and involve school trips to actual locations where students can physically see how STEM is handled practically in the outside world. The schools can even have holiday programs where the students can be placed in companies that practice STEM and involve students at an early stage where they can write reports about what they learnt during the program.