Teaching STEM in Ghana: How Cultural and Gender Norms Shape Classroom Equity (Stage 1, 12:17 PM)

• In Event: e-Lightning Ed-Talk Session 17 - Stage 1

Abstract

The study examines how Ghanaian middle school STEM teachers’ instructional practices are shaped by local cultural and gender norms, contributing to persistent gender inequities in mathematics and science education. Drawing on qualitative case study design, data from teacher reflections and interviews reveal three key themes: implicit biases shaped by cultural stereotypes, gendered patterns in questioning and task assignment, and the neglect of struggling students. Teachers’ unconscious biases and societal narratives about gender roles significantly influenced their pedagogical choices, often disadvantaging girls. By interrogating these norms, the study advances understanding of equitable teaching practices that challenge deep-seated stereotypes, contributing to the reimagining of STEM education for gender equity.

Author

• Martin Ako, McGill University