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Grade 10 Girls’ Experiences in Choosing STEM Subjects in Rakwadu Circuit, South Africa
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The lopsided participation of females in science, technology, engineering, and mathematics (STEM) professions is an issue of global concern. Very few girls choose to study sciences in secondary schools in South Africa. Understanding girls’ experiences in choosing science subjects may assist various education stakeholders to ensure that their roles motivate more girls to choose sciences. This study explored grade 10 girls’ experiences in choosing STEM subjects. A case study was designed using 10 girls out of 145 who had chosen to study STEM subjects from three secondary schools in Limpopo Province, South Africa. Data were collected through semi-structured interviews and were analyzed thematically. Five themes emerged regarding Grade 10 girls’ experiences in choosing to study STEM subjects—self-determination, anticipated value, the class environment, home influence, and social influence. Parental guidance of “girl-child” was very limited. The findings highlight that many girls in rural schools in Limpopo did not choose STEM subjects in Grade 10. These findings have far-reaching implications for all education stakeholders in the country and beyond.
Title: Grade 10 Girls’ Experiences in Choosing STEM Subjects in Rakwadu Circuit, South Africa
Description:
The lopsided participation of females in science, technology, engineering, and mathematics (STEM) professions is an issue of global concern.
Very few girls choose to study sciences in secondary schools in South Africa.
Understanding girls’ experiences in choosing science subjects may assist various education stakeholders to ensure that their roles motivate more girls to choose sciences.
This study explored grade 10 girls’ experiences in choosing STEM subjects.
A case study was designed using 10 girls out of 145 who had chosen to study STEM subjects from three secondary schools in Limpopo Province, South Africa.
Data were collected through semi-structured interviews and were analyzed thematically.
Five themes emerged regarding Grade 10 girls’ experiences in choosing to study STEM subjects—self-determination, anticipated value, the class environment, home influence, and social influence.
Parental guidance of “girl-child” was very limited.
The findings highlight that many girls in rural schools in Limpopo did not choose STEM subjects in Grade 10.
These findings have far-reaching implications for all education stakeholders in the country and beyond.
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