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Gender parity trends in STEM and non-STEM fields in Higher Education Institutions in Tanzania: A comparative analysis

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  • Matete, Rose Ephraim
  • Kombe, Godlisten G.

Abstract

In this study, we examined gender parity trends in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM-related fields in Tanzanian Higher Education Institutions (HEIs) through comparative analysis. The study employed a quantitative research approach with a descriptive correlational research design. Data were collected from the Tanzania Commission for Universities (TCU) VitalStats handbooks, covering the academic years 2017/2018–2023/2024, and were analyzed through correlation, ANOVA, and regression analysis. The results indicate an increased trend of students’ enrolment in STEM programs in HEIs with a significant but gradual and narrow gender parity gap from 2018/2019–2023/2024 in both STEM and non-STEM education programs. The results also indicate a decline rate in the STEM Gender Parity Index (GPI) in recent years. It was again found that although the standard deviation for non-STEM fields was slightly higher, the difference was insignificant. However, the results suggest a statistically significant positive trend in the GIP in STEM-related fields. The results further indicate that the relevance of HEI programs in the labor market is still questionable. The key argument in this study is that while the increased trend in GIP has shown a significant improvement in both STEM and non-STEM programs in HEIs, continuous efforts and targeted interventions need to be in place to ensure that the gains achieved so far are sustained. Thus, having policies and directives that strengthen the scholarships for female students and ensure that HEIs offer relevant programs through project-based learning and research-based activities remains imperative.

Suggested Citation

  • Matete, Rose Ephraim & Kombe, Godlisten G., 2025. "Gender parity trends in STEM and non-STEM fields in Higher Education Institutions in Tanzania: A comparative analysis," International Journal of Educational Development, Elsevier, vol. 114(C).
    • Handle: RePEc:eee:injoed:v:114:y:2025:i:c:s0738059325000318
    DOI: 10.1016/j.ijedudev.2025.103233
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