Abstract
This chapter explores the integration of Sustainable Development Goal 4 (SDG 4) in Nigeria, specifically focusing on the challenges and opportunities for females’ involvement in Science, Technology, Engineering, and Mathematics (STEM). Recognizing the pivotal role of gender equality in achieving SDG 4‘s objectives of inclusive and equitable quality education, the chapter examines the barriers hindering females’ participation in STEM and identifies potential avenues for enhancement. Through a comprehensive analysis of institutional, socio-cultural, and educational factors, the chapter elucidates the complexities surrounding females’ engagement in STEM in the Nigerian context. Furthermore, it explores strategies to promote females’ enrollment and retention in STEM education and careers. By shedding light on both challenges and opportunities, this chapter contributes to the discourse on gender equality and educational development in Nigeria and offers insights for policymakers, educators, and stakeholders striving to advance females’ participation in STEM fields in alignment with SDG 4.
| Original language | English |
|---|---|
| Title of host publication | Global Practices in Inclusive Education Curriculum and Policy |
| Publisher | IGI Global |
| Pages | 437-463 |
| Number of pages | 27 |
| ISBN (Electronic) | 9798369340592 |
| ISBN (Print) | 9798369340585 |
| DOIs | |
| Publication status | Published - 1 Jan 2024 |
ASJC Scopus subject areas
- General Social Sciences
