Emerging Trends in Uptake of Stem Courses in University by Female Students in Kenya

Abstract

This study examines emerging trends in the uptake of Science, Technology, Engineering, and Mathematics (STEM) courses among female students in Kenyan universities between 2015 and 2021. Grounded in Albert Bandura’s social learning theory, the research explores how socialization, role models, and environmental factors influence female participation in STEM. A descriptive survey and ex post facto research design were employed, integrating quantitative and qualitative data collected from five selected universities. Data were analyzed using SPSS, applying both descriptive and inferential statistics. Findings reveal that although enrolment in STEM courses increased for both male and female students over the study period, male students consistently outnumbered females across all disciplines. The overall gender disparity ranged between 11% and 14%. Engineering and Physics remained highly male-dominated, with ratios reaching 4:1, while Mathematics and Chemistry showed a narrowing gender gap, with Chemistry approaching parity. Statistical tests confirmed that these differences were significant (p < 0.001). The study concludes that, despite measurable progress in female participation, gender inequality in STEM persists in Kenya. It recommends targeted, discipline-specific interventions, including mentorship programmes, gender-responsive pedagogy, and increased visibility of female role models, to enhance equitable participation and achieve sustainable gender parity in STEM education.