Abstract:

Concerns persist regarding the low number of women pursuing science-related careers in South Africa, despite efforts to ensure equal access to science education. Female learners’ uptake and performance in science subjects remain disproportionately low compared to their male counterparts. While numerous studies have examined barriers to science education, there is limited research addressing the unique challenges faced by female learners in diverse South African school contexts—rural, township, and urban. This systematic literature review aims to identify and analyze factors limiting female learners’ participation and performance in science education across these contexts.

Gender disparities are among the most significant barriers to female participation in science education, stemming from individual, societal, institutional, and historical factors. Intersectionality theory (Crenshaw, 2017) provides the theoretical framework for this study, exploring the interplay of these factors in shaping female learners’ experiences. Individual factors, such as self-confidence, are strongly influenced by institutional and societal elements, while historical legacies exacerbate inequities. The South African Women Empowerment and Gender Equality (WEGE) Bill (Republic of South Africa, 2013) emphasizes removing discrimination and ensuring equal educational opportunities. However, systemic challenges remain. Gender-specific norms and cultural biases discourage female learners from pursuing STEM careers (Sáinz, 2020), and science curricula lack responsiveness to gender-related barriers (Jupp et al., 2018). These challenges are magnified in under-resourced rural and township schools, where access to quality education is often limited (McKay, 2019). Globally, female participation in STEM fields is disproportionately low. In South Africa, men dominate STEM careers and degree programs, with females often discouraged by stereotypes linking scientific success to males (Ertl et al., 2017). Cultural expectations further reinforce these disparities, pushing women toward traditionally “feminine” careers while steering men into fields like engineering and physics (Masanja, 2010). These patterns emerge early, as females underperform or avoid physical science in secondary school (Ngila et al., 2017).

This study categorizes barriers into four themes. Societal and cultural factors, such as early marriage, teenage pregnancy, and traditional gender roles, disproportionately affect rural and township learners (Mavuru & Ramnarain, 2020). Institutional challenges include inadequate resources, biased teaching practices, and a lack of gender-sensitive policies, particularly in rural and township schools (John, 2019). Female learners in these contexts often lack access to laboratories and learning materials, resulting in teacher dependency and poor engagement. Individual factors, including self-confidence and motivation, further limit participation, often influenced by societal and institutional dynamics (Besecke & Reilly, 2002).

Addressing gender disparities in science education requires a nuanced approach tailored to the unique challenges of each school context. Enhancing resources, training teachers in inclusive practices, and promoting role models are critical. By addressing cultural biases and fostering supportive learning environments, South Africa can empower female learners to succeed in science and contribute to closing the gender gap in STEM fields.

Keywords:

Female learners, science education, rural schools, township schools, urban schools, intersectionality.