Abstract This study explored the status of girls' enrolment and performance in science subjects, examining gender disparities in secondary science education in Tanzania in line with Sustainable Development Goals 4 and 5. It employed a qualitative approach and used a multiple‐case design, drawing participants from three upper secondary schools, of which 15 girls, 9 boys and 12 teachers were selected, leading to 36 participants. Data collection used in‐depth semi‐structured interviews, triangulated with focused group discussions and documentary reviews. The findings indicate that the status of girls' participation in the sciences is disproportionately low due to various school‐ and home‐based factors. The school‐based challenges were a shortage of science materials, library facilities and laboratories. Additionally, there are insufficient science teachers, a lack of continuous professional development and inadequate hostels for girls. On the other hand, the home‐based challenges included traditional gender roles, stereotypes and expectations, low parental involvement and inadequate family support for girls to pursue sciences. The study emphasises the importance of promoting collaboration among families, teachers and society to create an environment that supports and encourages girls to participate in science activities. Moreover, the study advocates for policy intervention and enhanced teacher training to improve science pedagogical competencies and inspire girls in the sciences. The upper secondary science curricula must be revised to ensure inclusivity, eliminate gender biases and promote initiatives that encourage parental involvement and socioeconomic support for girls from diverse economic backgrounds.
Msafiri et al. (Sat,) studied this question.