Exploring Sociocultural Factors Affecting Girls’ Participation in STEM Education at BS level In District Swabi

Abstract

Even though gender inequality in STEM education is a global concern, things have not substantially changed in developing nations like Pakistan. The study on women’s participation in STEM education in the context of Pakistan is still somewhat narrow. Therefore, this study investigates the sociocultural factors affecting girls’ participation in Science, Technology, Engineering, and Mathematics (STEM) education at BS level in District Swabi. Previous studies show that the number of women in STEM fields is still disproportionately low, even after awareness campaigns and policy reforms. The objectives of the study are to explore sociocultural factors affecting girls’ preference for non-STEM over STEM. To explore sociocultural factors girls’ choice among STEM subjects and to find out issues faced by girls enrolled in STEM education. A qualitative research design was employed to explore sociocultural factors that affect girls’ participation in STEM education.  In-depth interviews were conducted with 15 female students enrolled in STEM fields. The interviews were recorded, transcribed, and analyzed using thematic analysis to identify patterns and themes.  Thematic analysis revealed that entrenched gender stereotypes regarding girls’ intelligence, lack of family encouragement, inadequate institution infrastructure, and weak pedagogical support lower girls’ expectancy of success in STEM, while supportive teachers, media portrayals, and personal curiosity increase perceived task value. Findings indicate that structural reforms alone are insufficient unless accompanied by shifts in sociocultural attitudes that position STEM as a male domain. Theoretical framework such as Expectancy- Value Theory provides a comprehensive lens for analyzing these influences. Policymakers, educators, and development professionals who want to improve gender parity in STEM and progress the country’s technical and socioeconomic development should consider the implications.