Persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education continue to limit girls’ full participation, particularly in rural and under-resourced contexts. In Rwanda’s Nyagatare District, these inequities are amplified by deep-rooted socio-cultural norms, institutional stereotypes, and a lack of gender-responsive support systems. Although national enrollment of girls in basic education has improved, their transition and completion rates in upper secondary STEM pathways remain significantly lower, reflecting a broader pattern of gendered attrition. This study investigates the interrelationship between Gender Biases and Stereotypes (GBS), School–Community Perceptions (SCP), and their influence on Girls’ Participation in STEM (GWP). It also evaluates the role of Evidence-Based Interventions (EBI) in challenging structural and normative barriers. Grounded in Critical Feminist Theory, Social Cognitive Theory, and Social Constructivist Theory, the study adopts a convergent mixed-methods approach. Quantitative data were collected from 431 students and teachers, while qualitative insights were drawn from 34 key informants, including school leaders, parents, and education officials. Findings reveal that both descriptive (e.g., “boys are better at STEM”) and injunctive (e.g., “girls should pursue caregiving careers”) norms shape aspirations and identity. Chi-square and Phi analyses confirmed gender as a significant factor in stereotype reinforcement. However, inclusive interventions—such as career counselling, community awareness, and visible female role models—help counteract these biases. The study proposes the Gender-Responsive STEM Equity Model (GRSEM) to guide transformative, inclusive STEM education reform in Rwanda and similar settings.
Uzabakiriho et al. (Sun,) studied this question.