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[journal article]

dc.contributor.authorMadu, Cajethan Okechukwude
dc.date.accessioned2024-12-05T07:29:00Z
dc.date.available2024-12-05T07:29:00Z
dc.date.issued2024de
dc.identifier.issn2413-9009de
dc.identifier.urihttps://www.ssoar.info/ssoar/handle/document/98247
dc.description.abstractGender imbalance in Science, Technology, Engineering, and Mathematics (STEM) education is a persistent global challenge, particularly in Nigeria, where societal and institutional factors often limit women's participation in these fields. This study investigates the gender disparities in enrollment across STEM programs at the University of Agriculture, Makurdi, over four academic sessions (2009-2013). Using secondary data analysis and theoretical insights from Bandura's Social Cognitive Career Theory, the research examines the enrollment trends of male and female students in selected STEM programs. Findings reveal significant gender imbalances, with male students consistently outnumbering their female counterparts in Mathematics, Computer Science, and Statistics programs.In contrast, Biology Education exhibited near gender parity. The results suggest that societal stereotypes, self-efficacy perceptions, and parental influence significantly shape career choices, perpetuating the underrepresentation of women in STEM. The study highlights the need for targeted interventions to address systemic barriers and promote gender equity in STEM education in Nigeria and beyond.de
dc.languageende
dc.subject.ddcBildung und Erziehungde
dc.subject.ddcEducationen
dc.subject.otherSTEM Education; Gender Imbalance; Gender Equity; Career Choices; Program Enrollment Trends; Social Cognitive Theoryde
dc.titleGender Imbalance in STEM Programs in Nigeriade
dc.description.reviewbegutachtet (peer reviewed)de
dc.description.reviewpeer revieweden
dc.identifier.urlhttps://pathofscience.org/index.php/ps/article/view/3376/1596de
dc.source.journalPath of Science
dc.source.volume10de
dc.publisher.countryMISCde
dc.source.issue10de
dc.subject.classozBildungswesen tertiärer Bereichde
dc.subject.classozUniversity Educationen
dc.subject.classozMakroebene des Bildungswesensde
dc.subject.classozMacroanalysis of the Education System, Economics of Education, Educational Policyen
dc.subject.thesozBerufswahlde
dc.subject.thesozoccupational choiceen
dc.subject.thesozNigeriade
dc.subject.thesozNigeriaen
dc.subject.thesozGeschlechterverhältnisde
dc.subject.thesozgender relationsen
dc.subject.thesozgeschlechtsspezifische Faktorende
dc.subject.thesozgender-specific factorsen
dc.subject.thesozHochschulbildungde
dc.subject.thesozuniversity level of educationen
dc.subject.thesozGerechtigkeitde
dc.subject.thesozjusticeen
dc.rights.licenceCreative Commons - Namensnennung 4.0de
dc.rights.licenceCreative Commons - Attribution 4.0en
internal.statusformal und inhaltlich fertig erschlossende
internal.identifier.thesoz10037171
internal.identifier.thesoz10035654
internal.identifier.thesoz10064589
internal.identifier.thesoz10045237
internal.identifier.thesoz10039336
internal.identifier.thesoz10045054
dc.type.stockarticlede
dc.type.documentZeitschriftenartikelde
dc.type.documentjournal articleen
dc.source.pageinfo1016-1023de
internal.identifier.classoz10610
internal.identifier.classoz10603
internal.identifier.journal1570
internal.identifier.document32
internal.identifier.ddc370
dc.identifier.doihttps://doi.org/10.22178/pos.109-26de
dc.description.pubstatusVeröffentlichungsversionde
dc.description.pubstatusPublished Versionen
internal.identifier.licence16
internal.identifier.pubstatus1
internal.identifier.review1
internal.dda.referencehttps://pathofscience.org/index.php/index/oai/@@oai:ojs.pathofscience.org:article/3376
ssoar.urn.registrationfalsede


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