Advancing equity in STEM education for girls in sub-Saharan Africa

A systematic review through an intersectional lens

Authors

DOI:

https://doi.org/10.32674/6xz0w635

Keywords:

STEM education, gender equity, intersectionality, Sub-Saharan Africa, girls’ education, systemic barriers.

Abstract

Persistent gender inequality in STEM education across Sub-Saharan Africa is driven not only by unequal access but also by deep-rooted socio-cultural, economic, and institutional barriers. Although there has been an increase in enrollment in general education, girls remain significantly underrepresented in STEM fields, with an average participation rate of just 21%. Grounded in Crenshaw’s (1989) theory of intersectionality, this literature review examines current academic studies and policy reports from five countries: Cameroon, Kenya, Nigeria, Ghana, and South Africa. The findings identify key barriers like harmful cultural norms, poverty, early marriage, adolescent pregnancy, institutional neglect, and gender-biased curricula. These factors combine to limit girls’ sustained participation and success in STEM education. The review proposes inclusive learning, support for adolescent mothers, curriculum reform, and data-driven policies. It calls for a STEM ecosystem that empowers African girls to become leaders and innovators.

Author Biographies

  • Akem Solange Ojong, Drexel University, School of Education, USA

    Akem Solange Ojong is a PhD student in the School of Education at Drexel University, with a focus on Education. She is an educator and pragmatic researcher committed to equity and transformative learning. Akem currently serves as a Research and Critical Conversation in Urban Education (CCUE) Assistant under the mentorship of Dr. Kareem Edouard and Sherri Manson. Her research interests include global and international education, educational technology, social justice, access and belonging, multilingual education, and educational policy evaluation. She holds an MA in Education from Soka University in Japan and brings a range of teaching experience across secondary and higher education settings.

  • Edouard Kareem, Drexel University, School of Education, USA

    Kareem Edouard, PhD, is an Assistant Professor in the School of Education, Drexel University. His research interests include digital equity, STEM education, academic access for underserved communities, and the development of cognitive and social skills through the integration of technology. He focuses on bridging the digital divide by ensuring equal and equitable access to the internet and computer technologies for minority students, enabling their full participation in a digitally connected and STEM-driven world. Email:  ke388@drexel.edu

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Published

2025-06-27

Issue

Vol. 13 (2025): American Journal of STEM Education: Issues and Perspectives

Section

STEM Education (regular)

How to Cite

Ojong, A. S., & Kareem, E. (2025). Advancing equity in STEM education for girls in sub-Saharan Africa: A systematic review through an intersectional lens. American Journal of STEM Education, 13, 57-84. https://doi.org/10.32674/6xz0w635