Gender, Pedagogy and STEM Higher Education in Sub-Saharan Africa: A Scoping Literature Review Report

Abstract

This scoping review synthesizes evidence on gender dynamics in STEM higher education across Sub-Saharan Africa. It examines structural barriers, pedagogical practices, and institutional cultures affecting women's participation and progression in STEM fields. The report highlights persistent gender gaps, limited representation of women in STEM leadership, and the need for gender-responsive teaching practices that foster equitable learning environments.