Enhancing Participation and Quality of Experiences of Women in Science Technology Engineering and Mathematics (STEM): Postgraduate Training Programs and Careers in Tanzania, Data Validation Report

Abstract

This report encapsulates the findings and outcomes of a study conducted to assess gender disparities in postgraduate STEM supervision and mentorship within Tanzanian universities affiliated with the Inter University Council for East Africa (IUCEA). Stemming from the recognition of STEM education’s crucial role in advancing sustainable development goals, the study aimed to tackle persistent barriers hindering women’s participation in STEM fields.

Conducted on December 19, 2023, the validation workshop convened key stakeholders to scrutinize and authenticate the study’s findings. Participants, including representatives from the Commission for Science and Technology Tanzania, IUCEA, and Tanzanian academic institutions, engaged in deliberations.

Findings unveiled significant gender disparities in STEM postgraduate enrollment, graduation rates, and faculty representation. Despite initiatives to promote women’s involvement in STEM, enduring challenges persist, largely attributed to socio-cultural and psychological factors such as patriarchal systems, cultural myths, and female students’ lack of confidence.

Recommendations from the workshop centered on crafting a bespoke mentorship and supervision framework for East Africa, aimed at fostering gender inclusivity in STEM education and careers. Additional emphasis was placed on early orientation towards STEM subjects at the primary school level and ongoing training of science educators to address underlying barriers. The study’s findings underscore the imperative for concerted efforts to augment female Participation in STEM fields, not only to rectify gender imbalances but also to fortify research capacity and innovation in the region. Through the implementation of evidence-based policies and practices, East African institutions can cultivate a more inclusive STEM ecosystem conducive to the growth and success of all students, irrespective of gender.

The scoping review conducted identified pivotal barriers and facilitators affecting women’s involvement in STEM, including societal expectations, family responsibilities, and gender stereotypes. Qualitative insights further delved into gender disparities in STEM education and careers, emphasizing resilience, mentorship, and supportive environments. A supervision and mentorship framework was developed to address gender inequalities, with stakeholders offering invaluable insights and recommendations for formalized mentorship programs and enhanced collaboration with educational institutions and policymakers.

Recommendations for future action include active engagement with relevant authorities, the implementation of the proposed framework, and the promotion of scholarships and initiatives supporting women in STEM. Closing remarks underscored the ongoing dialogue and the necessity for sustained Collaboration to realize gender equality in STEM.