The under representation of girls in STEM subjects at secondary schools in Uganda
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In Uganda, there exist many factors such as the lack of female role models, the masculine classroom environment, socio-cultural ideologies of a patriarchal society and pedagogy incorporated in the science curriculum that may discourage female students from choosing science courses. In order to ensure that female students have the same opportunities to reach their potential in STEM areas, it is important to understand these factors that influence their choices and address them by digital pedagogies characterized by learner-centered instruction, Problem Based Learning (PBL) and Project Based Learning (PBL) should be taken. The study found out that STEM subjects help equipping one with 21st centaury skills, create more job opportunities, create equality at work, makes one to be at the forefront of new inventions and address the issues we’re facing on a global scale. This study investigates the under representation of girls in STEM subjects at secondary schools in Uganda. By conducting rapid scoping review of literature with the aim of understanding the status of women in STEM subjects in selected secondary schools. using various databases including Google Scholar, PubMed, Dryad, BioMed Central, Public Library of Science, arXiv e-Print Archive, the study discovers several factors behind their decision-making in course selection, including the influence of current science curriculum, teachers, labor market, parents, and peers. The findings of this study enrich existing research on under representation of girls in Ugandan secondary school education and provide insights about relevant policies to address the under representation in science programs.