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

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dc.contributor.authorSimpson, Z.
dc.contributor.authorMatemba, E.
dc.contributor.authorInglis, H.
dc.contributor.authorRamushu, B.
dc.contributor.authorWakiaga, L.
dc.date.accessioned2025-12-12T04:45:35Z
dc.date.available2025-12-12T04:45:35Z
dc.date.issued2025
dc.description.abstractThis 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.
dc.identifier.urihttps://aphrc.org/publication/pedagogies-of-inclusion-gender-pedagogy-stem-in-higher-education-in-sub-saharan-africa/
dc.identifier.urihttp://knowhub.aphrc.org/handle/123456789/2634
dc.publisherAPHRC
dc.subjectGender & Education
dc.subjectSTEM Education
dc.subjectHigher Education Policy
dc.subjectPedagogy
dc.subjectEquity & Inclusion
dc.titleGender, Pedagogy and STEM Higher Education in Sub-Saharan Africa: A Scoping Literature Review Report

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2025