Analyse des facteurs socioculturels et psychologiques de la promotion des filles dans les filières STIM au sein des IUT de Bandjoun et de Mbalmayo.

Abstract

Our work is titled: An analysis of sociocultural and psychological factors regarding the promotion of girls in STEM Fields in the Bandjoun and Mbalmayo UITs. Gender disparity in Science, Technology, Engineering and Mathematics (STEM) fields seems to clash with the nature of this field of education, although research shows that girls tend to perform better than boys in standardised tests for STEM subjects (McKenna, 2016). Mindful of these trends, this study focuses on the demasculinization of STEM fields, on the one hand, and the valorisation and optimisation of female scientific potential with respect to its contribution to social development, on the other hand. Insofar as educational influences vary according to sociocultural contexts (Desmet & Pourtois, 1993), existing literature does not contain any consensus regarding factors that explain why there is less female representation in these fields (Ceci et al., 2009). The purpose of this study is to explore factors likely to influence the rate at which girls enrol in STEM courses in University Institutes of Technology (UITs) in Cameroon. To achieve this purpose, the study uses a mixed-methods sequential explanatory design. This fundamental research draws from social mobility and motivation theories. The target population is made up of all students enrolled in UITs. The stratified simple random sampling technique allowed us to collect data using the questionnaire on female students (n=271) in the Bandjoun and Mbalmayo UITs on the one hand. On the other hand, an interview guide was administrated to the heads of these institutes as well as some heads of departments in ministries (n=8). Results show that family (r = 0.077, p = 0.207; p > 0.05); cultural (r = -0.068, p = 0.266; p > 0.05) and individual (r = -0.006, p = 0.918; p > 0.05) factors, do not holistically impact girls' enrolment in STEM courses. Some peculiarities were identified through weak, non-significant correlations that have to do with parental aspirations (r = 0.132; p = 0.029; p < 0.05); differential parental support (r= 0.131; p = 0.031; p < 0.05) and gender identity (r= 0.144; p= 0.018; p < 0.05). The aspect relating to educational policy was identified as an explanatory factor, as one respondent underscored stating: "There are no texts that govern or encourage the promotion and representation of girls in atypical technical education fields" (E.01). Some participants suggested that this issue should really be considered in the educational policy in Cameroon.