A Systematic Review Using Feminist Perspectives on the Factors Affecting Girls’ Participation in STEM Subjects A Systematic Review Using Feminist Perspectives on the Factors Affecting Girls’ Participation in STEM Subjects

• Published in: Science & education Vol. 34; no. 3; pp. 1619 - 1650
• Main Authors: Msambwa, Msafiri Mgambi, Daniel, Kangwa, Lianyu, Cai, Antony, Fute
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.06.2025; Springer Nature B.V
• Subjects: Careers; Education; Educational Environment; Educational Quality; Effectiveness; Environmental factors; Environmental Influences; Feminism; Girls; History; Intersectionality; Learning; Men; Negative Attitudes; Philosophy of Science; Quality of education; Role modelling; Role Models; School environment; Science Education; Self Efficacy; STEM Education; Sustainable development; Systematic review; Women
• ISSN: 0926-7220; 1573-1901
• DOI: 10.1007/s11191-024-00524-0

Although women are increasing in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels. This systematic review examined 165 studies published between 2013 and 2023 on the factors affecting girls’ participation in STEM subjects. The feminist’s intersectionality and the social cognitive theories were used to identify and thematically categorize the factors as personal, environmental, and behavioral. Furthermore, the intersectionality theory explains how to mitigate them by advocating for systems that promote non-discrimination between men and women without igniting their differences or similarities or excluding men by only furthering women’s agendas. Findings indicate that only 17 studies attributed girls’ low participation in STEM subjects to personal factors (interest, poor self-concept, and negative attitudes), 100 studies to environmental factors (lack of collaboration, stereotypes, and role modelling), and 48 studies to behavioral factors (low motivation, low self-efficacy, and lack of career plans). Among the actions and strategies proposed to mitigate the negative effects of these factors include personal (hands-on STEM exposure, improve self-confidence and self-efficacy), environmental (role modelling, enabling STEM learning environment, and suitable STEM equipment), and behavioral (interest, motivation, and guidance). The results provide policymakers, educators, and practitioners with valuable insights on creating an enabling STEM learning environment that supports more girls in STEM subjects, further contributes to the global efforts to achieve the Sustainable Development Goals especially on quality education and gender equality, and recommends further research on how education systems can create supportive STEM learning environments using the feminist’s perspectives.