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Gender Differences in Determinants of Students’ Interest in STEM Education

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  • Thulani Andrew Chauke

    (Department of Adult, Community and Continuing Education, University of South Africa, Pretoria 0003, South Africa)

Abstract

Despite the government’s call for students to pursue science, technology, engineering, and mathematics in the era of the Fourth Industrial Revolution (4IR), the gender gap in STEM education is still of significant concern in South Africa. This study aimed to describe different push-pull factors that influenced male and female students when choosing STEM education at the TVET college level. This study used qualitative research methods and focus-group interviews with a sample of 20 students studying at a TVET college in a rural part of the Limpopo province. In addition, a thematic analysis was used to analyse the data collected. The study revealed that the following factors: lucrative salary, graduate unemployment rate, aptitude for mathematics and science, parental education and autonomy and independence, and rejecting stereotypical feminine identities were push-pull factors that influenced both male and female TVET college students to choose STEM education. The policy implication of this study is that an Afrocentric approach should be infused into the teaching and learning of STEM at TVET colleges.

Suggested Citation

  • Thulani Andrew Chauke, 2022. "Gender Differences in Determinants of Students’ Interest in STEM Education," Social Sciences, MDPI, vol. 11(11), pages 1-14, November.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:11:p:534-:d:979322
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    1. Ministry of Human Resource Development, GOI, 2020. "National Education Policy 2020," Working Papers id:13106, eSocialSciences.
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