Factors Affecting Female Participation in Science, Technology, Engineering, and Mathematics in Secondary Schools in Zamfara State

This study investigated the factors influencing female students' participation in STEM subjects in secondary schools in Zamfara State, Nigeria. Female underrepresentation in STEM is a systemic challenge with social, cultural, and institutional dimensions that are particularly pronounced in the North West geopolitical zone, where traditional gender role norms continue to shape educational trajectories. A descriptive survey design was employed. The sample comprised 300 female SS2 students and 80 Science teachers from co-educational and single-sex secondary schools in Gusau, Bungudu, and Maru Local Government Areas. A Female STEM Participation Scale and a semi-structured interview guide for teachers were used to collect data. Quantitative data were analysed using descriptive statistics and chi-square, while interviews were subjected to thematic analysis. Findings revealed that cultural expectations restricting female agency, early marriage pressures, fear of STEM subject difficulty, and absence of female STEM role models in school communities were the dominant barriers. In single-sex schools, STEM participation rates were higher and teacher encouragement more consistent. Recommendations included community awareness campaigns targeting parents and community leaders, scholarship incentives for female STEM students, mentoring networks, and female-focused STEM career guidance. Keywords: female participation, STEM subjects, gender barriers, Zamfara State, secondary education.