A recent article by Siwale et al., (2023) titled “Experiences of African women in STEM careers: A systematic literature review” published in African Conference on Information Systems and Technology by DigitalCommons shows that African women in STEM careers and education face various challenges that affect their participation and retention in these fields.
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African women in STEM face interconnected challenges rooted in socio-cultural factors, necessitating inclusive interventions for improved participation, retention, and equality. – Siwale et al., 2023
This article explores the challenges that African women face in pursuing and maintaining careers in STEM fields, which include science, technology, engineering, and mathematics. The article is based on a systematic literature review of 18 published papers that focused on gender, STEM, and education in Africa. The study suggests strategies to address the challenges and promote gender equality and diversity in STEM fields in Africa, such as creating supportive networks, fostering a culture of inclusivity, providing mentorship programs, challenging gender-based roles, and revisiting institutional cultures and policies. The study contributes to the ongoing efforts to understand and improve the participation and retention of African women in STEM disciplines.
Eight common themes that reflect the socio-cultural and institutional factors that affect African women’s experiences in STEM.
Work environment: The male-dominated and masculine culture of STEM workplaces that creates barriers to women’s advancement, inclusion, and recognition.
Education system: The historical and current practices of exclusion, discrimination, and marginalization of women in STEM education, especially in higher education institutions.
Work-life balance: The difficulty of managing professional and domestic responsibilities, especially for women who are mothers, due to the patriarchal expectations and gender roles in society.
Gender stereotypes: The conventional and negative perceptions of women’s abilities and suitability for STEM fields, which undermine their confidence, sense of belonging, and career choices.
Racism: The systemic and institutionalized racism that affects black women in STEM, especially in post-colonial and post-apartheid contexts, which limits their opportunities, access, and recognition.
Sexual harassment: The prevalent and problematic issue of sexual harassment that women face in STEM spaces, which harms their well-being, safety, and dignity.
Lack of support/mentorship: The scarcity of role models, mentors, and peers who can provide guidance, encouragement, and inspiration for women in STEM, especially for young and aspiring students and professionals.
Self-limitations: The self-imposed boundaries and constraints that women may have due to the internalization of gender stereotypes, self-doubt, and societal expectations.
How the study was conducted
The study methodology is based on the guidelines by Okoli (2015) and Oosterwyk et al. (2019) for conducting a systematic literature review. The purpose, scope, and research question of the study are specified. The authors employed sources, and search criteria for finding relevant literature were identified. The study used inclusion and exclusion criteria for screening the literature, and the quality of the papers was assessed. The authors used data from the selected papers, which were extracted and coded using NVivo software, and the themes were generated. The findings and outcomes of the analysis are reported and discussed.
What the study found
The authors found that African women in STEM careers and education face various challenges that affect their participation and retention in these fields. These challenges include work environment, education system, work-life balance, gender-based stereotypes, racial bias, sexual harassment, inadequate support and mentoring, and self-imposed limits. The authors found that these challenges are interrelated and influenced by socio-cultural and institutional factors, such as historical legacies, patriarchal norms, and power dynamics.
Implications of the Study
The study highlights the socio-cultural and institutional factors that contribute to the gender gap and the leaky pipeline in STEM fields in Africa. It provides insights into the lived experiences and perspectives of African women in STEM, which are often overlooked or marginalized in the global discourse on gender and STEM. The study identifies some of the strategies and interventions that can be adopted to create a more inclusive and supportive environment for African women in STEM, such as support networks, mentorship programs, career counselling, curriculum change, policies, scholarships, and awareness campaigns. The study contributes to the ongoing efforts to promote gender equality and diversity in STEM disciplines in Africa, which can have positive impacts on the social and economic development of the continent.
In conclusion, Siwale et al. (2023) systematic literature review sheds light on the multifaceted challenges faced by African women in STEM fields. The identified themes, ranging from workplace dynamics and educational systems to societal expectations and self-imposed limitations, underscore the intricate web of obstacles hindering women’s participation and retention. By recognizing the interconnectedness of these challenges and delving into the socio-cultural and institutional factors at play, the study provides a comprehensive understanding of the complex landscape faced by African women in STEM. Moreover, the study’s implications offer valuable insights for fostering inclusivity through targeted interventions, such as support networks, mentorship programs, and policy changes. As the call for gender equality and diversity in STEM resonates globally, this research contributes significantly to the ongoing efforts to create an empowering environment for African women, fostering positive impacts on both individual lives and the broader socio-economic development of the continent.
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