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Abstract

Science, Technology and Mathematics (STM) have been identified as the bed rock or foundation of wealth and consequently an imperative for national development. It has also been argued that in this era of globalization only persons with appreciable knowledge, skills and abilities in STM are required in the job market. Female gender discrimination is also said to be evident in the school system of many developing countries. This study was design to investigate the perception of undergraduates of Nigerian females’ participation in STM. The study focused on subjects’ awareness of the problem of under representation of females in STM, expected career choice for females, predisposing factors of females to STM education and strategies for change. Students in the university constituted the population for the study. Simple random sampling was used to select the subjects for the study. 438 subjects were selected from two universities in Benin City, Edo state of Nigeria. The instrument for data collection was a questionnaire having four sections to reflect the four areas of focus of the study. Data collected were analysed with the use of descriptive statistics. Based on the findings of the study recommendations were made for enhanced participation of Nigerian females in STM.

Note on the Author

Dr. (Mrs.) Lucy Eraikhuemen holds a doctorate degree (Ph.D) in Mathematics Education and is currently Associate Professor of Mathematics Education in the Department of Curriculum & Instructional Technology, University of Benin, Benin City. She has 16 years of university teaching and research experiences. Her research area includes mathematics education, gender & women studies, curriculum & instruction. She has over 30 publications in local, national and international journals.

Dr. (Mrs.) Kate I. Oteze holds a doctorate degree in Mathematics Curriculum. She is currently a Tutor 1 (Mathematics) in the University Demonstration Secondary School and an Associate Lecturer in the Department of Curriculum & Instructional Technology, University of Benin. Her area of research includes measurement & evaluation, mathematics teaching & learning, women & gender Studies, curriculum & instruction. She has over 10 publications in local, national and international journals.

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