Investigating STEM identities of rural female learners and developing strategies to enhance STEM subject choices: A case of two rural South African schools

Abstract

The STEM identity significantly influences an individual's educational attainment and career ambitions and pathways.  This study examined rural female students' perceptions of their identities in Science, Technology, Engineering, and Mathematics (STEM). A qualitative research method was utilised to collect data from two rural schools, comprising 20 female students from grade 9 at each institution, through focus group interviews performed during an intervention via a career awareness program. The study's findings indicated that learners possess weak STEM identities due to insufficient information regarding the selection of school STEM subjects and STEM careers. Nevertheless, the intervention enhanced this due to the guidance offered on selecting school specialised subjects and insights into STEM careers. The study advocates for rural female students to be introduced to STEM subjects and career prerequisites prior to high school, where academic specialization is instituted.