SI-Improving gender balance in the transition from STEM secondary education to STEM higher education in Rwanda

RW2022TEA523A101 01/09/2022 - 31/08/2027 STEM (Science, Technology, Engineering, Mathematics) education in general, and for girls in particular, is prominent in the 2030 Sustainable Development Agenda. Empirical research shows that gender imbalances in attitudes towards STEM tend to be smaller in Sub-Sahara Africa, compared to the West; a trend confirmed in our 2021 Global Minds Multistakeholder research project implemented in Kayonza, Rwanda. Our data and stakeholder consultation showed that this encouraging finding had to be qualified at the level of gendered self-confidence gaps, perceived male superiority and gender imbalance in transition to STEM higher education. With this TEAM project we want to understand the mechanisms behind these observations and strengthen strategies to overcome gender imbalances. Our methodological strategy is threefold: first, we will analyze the 2021 Kayonza data in depth; second, we will conduct a follow-up longitudinal study to map the transition from secondary school to STEM higher education or professional careers complemented with a mixed method research design focusing on gender stereotypes through the student and teacher perspective; third, we will strengthen strategies to reduce gender stereotype threat in STEM education, focusing on the professional development of teachers, role modeling of women in STEM and involving girls in coding clubs, together with our project partners RAWISE, VVOB and their government partners. With this project, we hope to contribute to changing gender norms which encourage male and female students alike to pursue STEM higher education and careers in Rwanda, based on positive interests, self-confidence, and attitudes towards STEM.