Investigating the Factors Contributing to the Underrepresentation of Female Lecturers in STEM Disciplines at a TVET College

Abstract

South Africa has prioritized science and technology studies as key sectors for national economic growth. Despite the increasing importance of science, technology, engineering, and mathematics (STEM) education in today's world, gender disparities persist in these fields. This study  aims to examine the underrepresentation of female lecturers in STEM fields at a technical and vocational education and training (TVET) college in South Africa. STEM education in TVET colleges has the potential to support innovation, productivity, and economic development, yet women remain underrepresented due to ingrained biases that deter them from pursuing STEM-related careers. The study employs a theoretical framework based on social cognitive theory and gender stereotype threat, examining how gender stereotypes affect perceptions of capability and impact career choices. An active case study research design was used, involving one-on-one interviews with male and female lecturers, followed by three focus group sessions with lecturers and female engineering students.   The analysis shows that gender stereotypes are prevalent in this context, with participants indicating that these stereotypes and associated biases are ingrained from an early age, shaping career decisions. The study findings reveal that gender norms and systemic barriers continue to hinder women's success in academia within the TVET sector.