Exploring the Perceptions and Attitudes Toward Women in Science, Technology, Engineering, And Mathematics (STEM) Leadership Positions: A Study in Ghana.

Abstract

Globally, gender disparity in STEM is apparent despite the increasing attention and intervention to bridge the gap. The numerous studies available have not yet exhausted the entire scope of the subject matter. In Ghana, while several studies have investigated STEM and STEM-driven initiatives, there is still a paucity of research on women’s representation in STEM fields in general and STEM leadership in particular. This study therefore explores STEM educators and students’ perceptions and attitudes toward females’ involvement in STEM and STEM leadership positions in Ghana. Using an explorative qualitative approach, purposive and snowball sampling techniques were used to select thirty (30) respondents from two public universities in Ghana. Semi-structured interviews were conducted, and the data was analyzed thematically. The major themes that emerged from the study are: favorable perception and attitude toward females’ involvement in STEM, persistent personal and social factors or challenges, favorable evaluation of female leadership capacity and non-gendered view of leadership, and non-gendered preference and cordial relationship with female STEM leaders. The study concludes that the respondents have favorable perceptions and attitudes toward females’ involvement in STEM and STEM leadership positions. The study also highlights the fact that changing people’s perceptions and attitudes about females in STEM and STEM leadership is the key to building a sustainable intervention to bridge the gender gap. This can be done through increasing education and enlightenment on the relevance of female inclusion in STEM and STEM leadership positions.