The role of parental and teacher involvement on students' self-confidence in Science, Technology, Engineering, and Mathematics: Comparing boys and girls in Kayonza (Rwanda) high schools

Women continue to be underrepresented in the fields of science, technology, engineering and mathematics (STEM). Even among high-achieving students, self-confidence in pursuing STEM subjects tends to decline as they progress through higher levels of secondary education. However, similar evidence from low- and middle-income countries and East Africa is lacking. Guided by social learning and gender socialization theories, this study investigated how parents and teachers, as major social agents, influence secondary school students in Rwanda (Kayonza District). Using a cross-sectional survey, the study examined 915 Rwandan students randomly selected in grades senior 1 (average age 15), senior 3 (average age 17), and senior 6 (average age 19). Principal Component Analysis revealed that STEM self-confidence in Rwanda consisted of two dimensions: practical and theoretical STEM confidence. The results show persisting gender disparities in STEM-related self-confidence, particularly regarding practical activities, with boys reporting significantly higher confidence than girls. STEM self-confidence did not increase with parental involvement in education. Teacher-student interactions showed no significant relationship, whereas student-teacher interactions were positively associated with higher STEM self-confidence. The interaction terms between gender and parental involvement and teacher interactions did not improve the model’s performance for either practical or theoretical STEM self-confidence.