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Gender Equity in STEM Education: The Case of an Egyptian Girls' School

In: Theorizing STEM Education in the 21st Century

Author

Listed:
  • Mohamed El Nagdi
  • Gillian Roehrig

Abstract

This chapter explored gender equity in STEM education within the context of an Egyptian STEM school for girls. An intrinsic case study design was used to explore the experiences of girls in STEM from a socio-cultural perspective within a critical theory framework. The participants were STEM school graduates currently enrolled in engineering tracks in higher education institutions in the United States. Though STEM fields, especially engineering, are stereotyped as male dominated fields, Egyptian girls at a Cairo single sex STEM school pursued further studies in STEM fields. Findings show that gender gaps in STEM fields in Egypt and girls' education and work decisions were deeply influenced by their childhood background, family education level, socioeconomic status, and idiosyncratic factors like self-efficacy and resistance. At the school level, teachers' support, challenging STEM curriculum, dynamic formative assessment, student-centered pedagogies, female friendly teaching approaches, and a positive school environment played a great role in developing Egyptian female students' potential to pursue STEM fields in higher education institutions.

Suggested Citation

  • Mohamed El Nagdi & Gillian Roehrig, 2020. "Gender Equity in STEM Education: The Case of an Egyptian Girls' School," Chapters, in: Kehdinga George Fomunyam (ed.), Theorizing STEM Education in the 21st Century, IntechOpen.
    • Handle: RePEc:ito:pchaps:195034
    DOI: 10.5772/intechopen.87170
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    More about this item

    Keywords

    gender equity; STEM education; case study;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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