Factors Influencing The Retention Of Female Students In Science, Technology, Engineering And Mathematics (Stem) Courses, At The Technical University Of Kenya

Abstract

Female students who develop interest in STEM courses are affected by barriers that hinder their achievements, engagement and retention in STEM. Their numbers, graduating from universities reduces as they climb the academic ladder a phenomenon referred to as the “leaky pipeline”. The purpose of this study was to examine the factors influencing the retention of female students in Science Technology Engineering and Mathematics (STEM) courses, at Technical University of Kenya (TU-K). This study adopted a descriptive research design. The study was aimed at casting light on the drop-out trends of female students, the systemic factors and the socio-cultural factors influencing the retention of female students in STEM at Technical University of Kenya. A survey was conducted by distributing structured questionnaires to the students. The purpose of the interview was to get information that influence the retention of female students in STEM. Simple random sampling was then used to get a sample size of 149 female respondents who comprised of diploma and bachelor students. Purposive sampling was used to select key informants, 5 teaching staff from a sample of 13 and 5 assistant registrars from a total of 18. Through qualitative approach, the key informants‟ data was used in order to triangulate quantitative data from students. Data collected was analyzed using SPPS version 20.0. Analysis included the following tests: frequencies, percentages and correlation. The results were presented in tables and charts. Findings showed that majority of the respondents strongly agreed that female students in STEM courses drop out of STEM courses as compared to their male counterparts. It also noted that there was influence of systemic factors which included the institutional and student factors on retention of female students in STEM. This implies that when systemic factors are established in the favor of female students there can be improved retention of female students in STEM. The study showed that the relationship between systemic factors was important for retention of female students in STEM. The study therefore recommended that institutions should put in place targeted strategies for female students to minimize their dropout from STEM courses. Institutions offering STEM courses should put in place mentorship programs to help improve the retention of female student in STEM courses.