The role of science, technology, and mathematics in improving the quality of life is difficult to overstate, given how fundamental all of these interlinked sectors are to the very fabric of modern society. Yet women are underrepresented in these key fields of human activity, a situation attributable to gender-based stereotypes that perpetuate the notion that these are male domains. This paper by Jacinta Opera examines this problem from a Nigerian perspective, placing the country’s gender-disparities in a global context, and providing analysis and recommendations at a national level.
Following an introduction that positions women, and Nigerian women in particular, as playing vital role in science education and practice, the paper analyses the current state of gender inequality in science education, noting that the issue has been a concern within discourse since at least the 1995 World Conference for Women in Beijing. While women are underrepresented in science and technology, part of the reason is that women are underrepresented in education as a whole. In Nigeria, as in most African countries, girls make up over half of those out of school, while sub-Saharan Africa accounts for as much as 80% of the 65 million girls of school age globally that are denied an education. The gender disparity in science and technology is hardly an African-only concern however; just 27% of the world’s science researchers are women, though large disparities exist. For instance, Guinea has the lowest percentage of women at just 5.8%, while in Myanmar, 85.5% of science researchers are female.
The author argues that if countries such as Nigeria are to achieve gender parity in the science and technology sectors, the root causes for the disparities must be identified and addressed, including: the marginalisation of women in development policies; traditional cultural constructs; derogatory and discriminatory stereotypes; and gender biases in education systems. In their place must come a better understanding of the importance of women, their skills and traditional knowledge, and their unique and crucial roles in such areas as energy production and conservation, health provision, agriculture and food processing, and industrialisation. In their roles as mothers, women play a crucial role in educating their children, and as citizens and business-people they are just as capable in teaching and learning science and technology as men. Finally, the author discusses how education is a key tool with which to attain sustainable development, producing responsible and resourceful citizens, contributing to global health, building stronger economies, and encouraging native research and development.
The author concludes that sustainable development in Nigeria can be actualised through science education, and that the provision and utilisation of resources for effective teaching and learning is of paramount importance. This is reflected in the recommendations highlighted by the paper:
- Government should provide women with adequate resources to promote the development of science education, and create an environment supportive of scientific research.
- In order to promote sustainable development, the education of women must go far beyond simply preparing women for traditional roles of mother and wife.
- Women’s participation in all spheres of public and private life should be ensured, including an equal share in economic, social, cultural, and political decision-making and development.
- Gender biases in school curriculums should be audited and revised.
- Viewing gender equality as a human right is a necessary prerequisite for justice, development, and peace.