Gender Disparities in STEM Education at the Tertiary Level in The Gambia: Barriers and Enablers

Abstract

Gender equality in education is a central objective of global development agendas; however, persistent disparities continue to characterize participation in Science, Technology, Engineering, and Mathematics (STEM), particularly at the tertiary level. While women’s access to higher education has improved globally, their representation in STEM disciplines remains disproportionately low, especially in developing countries. This study examines gender disparities in STEM education at the tertiary level in The Gambia, with a focus on identifying key barriers that limit female participation, retention, and success, as well as enablers that support women’s engagement in STEM fields.
The study adopts a mixed-methods research design, integrating quantitative data from institutional enrollment records and student surveys with qualitative insights from semi structured interviews involving students, faculty members, and academic administrators. The findings reveal persistent gender gaps across STEM programs, particularly in engineering, information technology, and physical sciences. Major barriers include socio-cultural norms, financial constraints, limited access to female role models, gender-insensitive institutional environments, and psychological factors such as low self-efficacy. Conversely, targeted scholarships, mentorship programs, supportive family attitudes, and emerging gender-responsive policies emerge as critical enablers. The study contributes to the limited empirical literature on gender and STEM education in The Gambia and provides evidence-based recommendations for promoting gender equity in tertiary STEM education.