1.0 Introduction
1.1 Background of Study
The underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) fields is a long-standing issue, often exacerbated by societal attitudes that restrict women's participation in these areas. This is particularly evident in science and technology-based artisan jobs, which have traditionally been perceived as male-dominated. These jobs require a combination of technical skill, hands-on expertise, and problem-solving abilities, but societal norms frequently discourage women from pursuing such careers. Women are often stereotypically viewed as less suited for technical roles, which can lead to a lack of role models, mentorship, and encouragement for young girls who might otherwise be interested in these fields (UNESCO, 2017).
Historically, women have been excluded from many of these sectors due to cultural beliefs, discriminatory practices, and gender biases that have hindered their full participation. In many cultures, the notion that scientific and technical jobs are for men continues to persist, which discourages women from considering such careers. According to research by Correll (2001), gender stereotypes often shape people's beliefs about what men and women are "naturally" capable of, with women being often perceived as less competent in technical and scientific domains. This bias can affect girls' self-confidence, career aspirations, and the resources they access, thereby reinforcing the gender gap in science and technology professions.
The need to mainstream girls into Science, Technology, Mathematics, and Engineering Education (SMTE) has become a key issue in efforts to promote gender equality in education and workforce participation. As the world increasingly moves towards a knowledge-based economy, closing the gender gap in STEM fields is crucial for ensuring that both women and men can contribute to and benefit from technological advancements and economic growth. However, societal attitudes continue to act as a barrier to female engagement in these areas, limiting the potential for progress.
Society's attitude toward women in science and technology-based artisan jobs plays a crucial role in the participation of girls in Science, Technology, Mathematics, and Engineering (STEM) education. Historically, women have been underrepresented in these fields, often due to societal stereotypes, gender biases, and cultural barriers. In many societies, there has been a traditional view that scientific and technical professions are best suited for men, leading to the marginalization of women and discouraging their participation in science and technology. This social phenomenon is significant when considering how to mainstream girls into Science, Technology, Mathematics, and Engineering Education (SMTE).
Science and Technology-Based Artisan Jobs refer to careers that require specialized skills in scientific and technical domains, often involving practical, hands-on tasks in sectors like engineering, electronics, computer science, and construction (UNESCO, 2017). The roles, which might traditionally be seen as male-dominated, are an essential part of the global workforce and contribute significantly to innovation and economic development. However, the low participation of women in these fields persists due to entrenched societal attitudes, which perceive these jobs as unsuitable for women.
Attitude is defined as a psychological tendency expressed by evaluating a particular object, person, or situation with some degree of favor or disfavor (Eagly & Chaiken, 1993). When it comes to women in science and technology-based artisan jobs, societal attitudes have been predominantly negative or limiting, which influences the aspirations and opportunities available to young girls and women. These attitudes have resulted in fewer women pursuing careers in these fields, thereby reducing diversity and innovation in the workforce. In mainstreaming girls into SMTE, it is essential to challenge these societal attitudes and create an environment where girls can envision themselves as capable scientists, engineers, and artisans. As women begin to break into previously male-dominated fields, their success becomes an important factor in shaping the future participation of girls in these areas. Therefore, this research explores how changing societal attitudes can be a key driver in overcoming barriers and fostering a more inclusive environment for women in science and technology-based artisan jobs.
1.2 Statement of Problems
Investigation revealed that the issue of gender disparity in science, technology, engineering, and mathematics (STEM) fields has been a persistent challenge globally, with women, particularly in developing countries, facing significant barriers to participation and advancement. Society's current attitude towards women in science and technology-based artisan jobs is one of the factors that exacerbates this inequality. Women are often perceived as less suited for technical and vocational roles, leading to limited opportunities for them to engage in science and technology education and careers. This societal bias results in a lack of encouragement for girls to pursue science, technology, engineering, and mathematics education (SMTE) from a young age, which further limits their opportunities in these fields (Mojapelo & Mudau, 2020).
Furthermore, many communities still hold traditional views that assign women to domestic roles, rather than empowering them to explore careers in technical and scientific disciplines. These societal norms and attitudes discourage girls from pursuing SMTE, perpetuating the cycle of underrepresentation of women in science and technology fields. The attitude that women are not capable of succeeding in such areas undermines their confidence and limits their exposure to opportunities that would allow them to break into these sectors. Hence, it is against this backdrop that this study aims to examine how these societal attitudes contribute to the underrepresentation of women in science and technology-based artisan jobs, as this forms a critical barrier to mainstreaming girls into SMTE.
1.3 Aim and Objectives of Study
The primary aim of this study is to examine society's current attitude toward women in science and technology-based artisan jobs and to explore how these societal perceptions impact the mainstreaming of girls into Science, Technology, Mathematics, and Engineering Education (SMTE).
The specific objectives of the study are:
- To explore how these attitudes influence girls' participation in Science, Technology, Mathematics, and Engineering Education (SMTE).
- To identify the barriers faced by women in science and technology-based artisan jobs and propose strategies for overcoming these barriers.
- To assess the prevailing societal attitudes towards women in science and technology-based artisan jobs.
- To examine the role of gender stereotypes in shaping career paths for girls in technical and artisan fields.
- To evaluate the impact of role models and mentorship on the mainstreaming of girls into SMTE.
- To recommend strategies for promoting positive societal attitudes toward women in science and technology-based artisan jobs.
1.4 Research Questions
Based on the objectives of the study, the following research questions are formulated:
- What are the prevailing societal attitudes towards women in science and technology-based artisan jobs?
- How do societal attitudes towards women in science and technology-based artisan jobs affect girls' participation in Science, Technology, Mathematics, and Engineering Education (SMTE)?
- To what extent do gender stereotypes shape career paths for girls in science and technology-based artisan fields?
- What barriers do women face in science and technology-based artisan jobs, and how do these barriers influence the participation of girls in these fields?
- What strategies can be implemented to overcome societal barriers and promote positive attitudes toward women in science and technology-based artisan jobs?
- How do role models and mentorship programs impact the participation of girls in SMTE, particularly in science and technology-based artisan jobs?
1.5 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
- H01: There is no significant relationship between society's current attitudes towards women in science and technology-based artisan jobs and girls' participation in Science, Technology, Mathematics, and Engineering Education (SMTE)
- H02: Society's current attitudes towards women in science and technology-based artisan jobs significantly influence girls' participation in SMTE, with negative societal perceptions discouraging girls from pursuing these fields
1.6 Significance of Study
The outcome of this research will help educators, policymakers, and institutions to design more inclusive and supportive environments for young girls, encouraging their participation in STEM fields. Furthermore, educational institutions will benefit from the findings by adopting strategies that will foster a more inclusive and supportive learning environment for girls in technical fields.
Lastly, for girls and young women, the study will serve as a powerful tool to increase awareness about their potential in science and technology-based fields. It will empower them to pursue their interests in SMTE, equipping them with the knowledge to challenge societal limitations and pursue careers in areas where women have historically been underrepresented.
1.7 Scope of Study
This study will focus on examining society's current attitude towards women in science and technology-based artisan jobs as a factor in mainstreaming girls into Science, Technology, Mathematics, and Engineering Education (SMTE) within the context of Oyo State, Nigeria. The research will specifically target educational institutions, vocational training centers, and relevant industry stakeholders within Oyo State, including local artisan communities and organizations that provide STEM-based training programs.
The scope will include the analysis of societal attitudes toward female participation in technical professions, as well as how these attitudes influence girls' decisions to pursue SMTE education. Additionally, the study will focus on the role of gender stereotypes, cultural expectations, and economic factors within the state, exploring how these elements shape the opportunities available to girls in technical fields.
1.8 Limitations of the Study
The study faced limitations related to time and resources, which restricted the sample size and scope of data collection. As a result, the research may not have included a wide representation of all relevant stakeholders, particularly those from smaller communities or marginalized groups within the state.
Additionally, the study was limited by the availability of data on the specific impact of societal attitudes on girls' participation in Science, Technology, Mathematics, and Engineering Education (SMTE). The lack of comprehensive historical data on the subject made it challenging to draw definitive conclusions about long-term trends.
Lastly, the study was restricted to analyzing societal attitudes and their influence on girls' participation in SMTE, without delving deeply into other systemic barriers such as government policies or institutional constraints that might also affect female participation in these fields.
1.9 Definition of Terms
Society's Attitude:
Society's attitude refers to the collective beliefs, perceptions, and cultural norms held by individuals or groups within a community about a particular issue. In this study, it pertains to the general views and opinions that society holds regarding women's roles in science and technology-based artisan jobs. These attitudes can significantly influence how women are perceived in technical fields and can either encourage or discourage girls from pursuing education and careers in these areas (Eagly & Wood, 2012).
Women in Science and Technology-Based Artisan Jobs:
This term refers to women who work in hands-on, technical professions within science and technology fields, often involving craftsmanship, technical repair, and engineering work. These jobs are typically seen as skilled trades, such as welding, plumbing, electrical work, or mechanical engineering, which are traditionally male-dominated sectors. The inclusion of women in these fields is still limited by societal biases and gender norms (Griffin, 2019).
Mainstreaming Girls into Science and Technology Mathematics Education (SMTE):
Mainstreaming refers to the process of integrating girls into Science, Technology, Mathematics, and Engineering (STME) education in a way that promotes equal participation, access, and opportunities for all students, regardless of gender. This involves breaking down societal, institutional, and cultural barriers that have historically limited girls' participation in SMTE (OECD, 2017). It includes not only academic access but also encouraging girls to pursue careers in STEM fields.
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