Women participation in science, technology, engineering and mathematics courses in mozambican higher education

Abstract

This study aims to stimulate reflection on gender differences in science, technology, engineering and mathematics (STEM) in higher education, assessing the situation of the years 2013 to 2017. The study seeks to identify the main causes and propose interventions to promote access and increase participation of girls and women. Being a qualitative study, data were collected through analysis of documents and relevant literature focusing on the overall situation of access to higher education of women particularly in STEM courses, considering global and local trends without neglecting the sociocultural, political and historical factors that influence in the choice of courses and/or professions by women. The results indicate that the full participation of women in STEM courses is still a huge challenge in Mozambique, requiring adoption of strategies for the promotion of equal opportunities for women and men to access scientific knowledge in general and in studies and professional practices in the area of STEM.