DE-GENDERING STEM

Abstract

The attainment of sustainable development through achieving the 17 sustainable development goals (SDGs) calls for a robust and inclusive talent pool in Science, Technology, Engineering and Mathematics (STEM) with innovative capacities to relentlessly harness current and future opportunities (National Academy of Sciences, 2006). Whilst it is acknowledged that women represent an under-tapped resource and lost opportunity for the STEM sector, the persistent gender gap, particularly in Africa, is not helping the situation. At an estimated average of 24% participation in STEM-based programmes and careers, the full potential and contribution of African women and girls is yet to be realised in all STEM sub disciplines, sectors and levels. Cognisant of the multiplicity of causal factors to the status quo, closing the participation gap requires holistic interventions from government, industry, academia and the wider society. The paper leverages on the success of the Women’s University in Africa in mainstreaming gender, resulting in an 86.2% female participation rate in programmes offered by the University to draw lessons that can be used to increase the participation of women in STEM. The WUA case demonstrates “what can work” regarding building and sustaining female representation in STEM. Critical lessons learnt from the WUA case include innovative and dedicated leadership, targeted curriculum, flexible programme offerings and mentorship to instil the courage and confidence so needed by females to succeed.