Bridging the gender gap in STEM
Yesterday, February 11, marked the International Day of Women and Girls in Science, a day set aside by the United Nations in 2015 to recognise the critical role women and girls play in scientific and technological advancement and to promote their full and equal participation in science, education and decision-making.
The observance is also a reminder that achieving meaningful national development requires drawing on the talents of both men and women in science, technology, engineering and mathematics (STEM).
Ghana has, over the years, built a fairly robust gender policy and legal framework aimed at promoting equality and protecting women and girls from discrimination.
The 1992 Constitution expressly prohibits discrimination on the basis of gender, race, colour, ethnic origin, religion, creed and social or economic status.
In addition, the National Medium-Term Development Policy Framework (2022–2025) seeks to attain gender equality and equity in political and social development, promote women’s economic empowerment and strengthen gender mainstreaming and coordination in all sectors.
The National Employment Policy (2014) also recognises that addressing gender inequality is essential to reducing unemployment among women.
It outlines objectives such as providing special assistance for women’s entrepreneurship, improving women’s access to credit, offering adequate institutional support, removing cultural inhibitions and providing practical management training.
The National Gender Policy (2015) further aims to mainstream gender equality and women’s empowerment concerns into the national development process to improve social, legal, civic, political, economic and cultural conditions.
Despite these frameworks, implementation challenges and entrenched cultural, structural and institutional barriers continue to limit the participation of women and girls in STEM.
The data tells a sobering story.
According to the National Accreditation Board, gender parity at the diploma level in tertiary education is close.
However, female enrolment in STEM programmes stands at 44 per cent, compared to 56 per cent for males.
The gap widens at higher levels: women constitute 37 per cent of students in Master’s programmes and only 28 per cent at the PhD level.
The situation in research is similar. UNESCO Institute for Statistics data shows that women made up 18 per cent of researchers in Ghana in 2010, rising to 29 per cent in 2015.
While this represents progress, it still indicates underrepresentation.
Women reportedly occupy only about 25 per cent of all STEM jobs in Ghana, with even lower representation in technical areas such as software development, data science and cybersecurity.
Across Africa, only about 30 per cent of researchers are women.
Several factors account for this gap.
Workplace sexual harassment, gender pay disparities, and low job security — especially for young female scientists on short-term contracts — discourage many women from remaining in STEM careers.
The lack of mentors and visible role models also limits aspirations.
Deep-seated societal stereotypes that portray STEM as male domains continue to influence subject choices in school and career decisions later in life.
There are, however, promising interventions.
The Girls-In-ICT Trust initiative launched in 2024 by the Ministry of Communications and Digitalisation seeks to bridge the technology gender gap through training, mentorship and financial support for girls and young women.
Such initiatives deserve support and scaling up.
The Daily Graphic believes that the persistent underrepresentation of women and girls in STEM is a national development issue that requires urgent and sustained action.
Encouraging more girls into STEM is a gender matter as well as it is an economic and innovation imperative. No country can maximise its scientific potential while sidelining half of its population.
Addressing the challenge requires a multifaceted approach.
First, stereotypes about STEM must be deliberately challenged at home, in schools and in the media.
Girls must be encouraged early to explore science and mathematics without fear or bias.
Showcasing successful Ghanaian and African female scientists can help young girls see what is possible.
Second, supportive learning and working environments are essential.
Schools and universities must provide guidance, counselling and safe spaces that nurture girls’ interest in STEM.
Workplaces must enforce zero tolerance for harassment and discrimination while ensuring fair pay and clear career progression.
Third, industry has a vital role.
Companies can offer internships, scholarships and targeted recruitment for young women, while partnering educational institutions to promote STEM awareness.
Finally, government must continue to back its policies with adequate funding, effective implementation and accountability.
Partnerships between the public and private sectors should be strengthened to expand opportunities for girls and women in STEM.
Increasing women and girls’ participation in STEM will not happen overnight.
It requires commitment from government, educators, industry, communities and families.
But with sustained effort, Ghana can build a more inclusive scientific community that drives innovation and national progress for generations to come.
