Executive summary
Gender disparities in science, technology, engineering, and mathematics (STEM) persist globally, limiting women’s participation in some of the most dynamic and well-paid sectors of the modern economy.
This study examines gender-based differences in subject choices across secondary and tertiary education in Zambia and explores the underlying factors shaping students’ interest, self-efficacy, and engagement in STEM. The study investigates five key areas across junior secondary (Grade 9), senior secondary (Grade 12), and final-year university students: 1) reasons for subject selection, 2) willingness to study STEM subjects if not compulsory, 3) changes in attitudes toward STEM during schooling, 4) self-assessed academic performance, and 5) perceived adequacy of information and support to succeed in STEM disciplines.
Findings reveal that intrinsic interest, perceived practical utility, and self-efficacy are the most influential factors in subject choice at all educational stages. While the influence of parents and teachers was moderate overall, girls placed greater value on such advice than boys.
Gender gaps in self-confidence were most pronounced at the junior secondary level but diminished by university. Both genders expressed relatively low enthusiasm for computer studies and chemistry. Interestingly, girls reported higher self-assessed performance in physics and chemistry than boys. However, girls’ perceived adequacy of support declined sharply from junior to senior secondary levels. The study calls for age-specific, gender-responsive, and subject-focused strategies that foster confidence, enhance relevance, and sustain institutional support throughout students’ educational journeys.