Socio-Cultural Dynamics in STEM Education with a Focus on Participation and Equity Challenges

DOI

10.2991/978-94-6463-970-4_42How to use a DOI?

Keywords

Equity in education; gender and participation; socio-cultural barriers; STEM education; urban-rural disparities

Abstract

This study examined student engagement and equity in STEM education in Ghana through sociocultural lenses, focusing on cultural and gendered barriers and geographical disparities among Junior and Senior High School students. The goal was to generate evidence to inform inclusive STEM education policies and practices. A cross-sectional quantitative survey design was employed, involving 360 students from urban and rural schools across two regions. Data were collected using structured questionnaires and analyzed in STATA using descriptive statistics, Pearson correlations, chi-square tests, t-tests, and multiple regression to assess participation patterns, perceived barriers, and demographic influences. Results indicate moderate participation in STEM subject with varied student interests. Socio-cultural beliefs and gendered stereotypes negatively correlated with STEM participation (r = − 0.14, p < 0.01). Urban students had significantly higher participation scores (M = 3.10, SD = 0.64) than rural students (M = 2.95, SD = 0.60), t(358) = 2.20, p = 0.029. However, gender differences in perceived equity barriers were not statistically significant. Students emphasized hands-on activities (75%), better-equipped laboratories (68%), and mentorship programs (55%) as key interventions. Findings are based on self-reported data from selected areas, and may not reflect all Ghanaian context. A mixed-methods and longitudinal design is suggested. The study highlighted the need for gender-sensitive pedagogy, equitable resources, engaged communities, and hands-on STEM curricula and equity in Ghanaian schools. This study adds sub-region relevant evidence to international discourse around equity in STEM education, and provides education stakeholders in sub-Saharan Africa with actionable recommendations.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - F. Osumanu
AU  - E. B. Osei
AU  - S. N. O. Wellington
AU  - I. Ali
PY  - 2025
DA  - 2025/12/31
TI  - Socio-Cultural Dynamics in STEM Education with a Focus on Participation and Equity Challenges
BT  - Proceedings of the International Conference on Engineering, Science, and Urban Sustainability (ICESUS 2025)
PB  - Atlantis Press
SP  - 678
EP  - 704
SN  - 2352-5401
UR  - https://doi.org/10.2991/978-94-6463-970-4_42
DO  - 10.2991/978-94-6463-970-4_42
ID  - Osumanu2025
ER  -