The underrepresentation of women in science, technology, engineering, and mathematics (STEM) remains a persistent challenge, influenced by socio-cultural norms, educational barriers, workplace inequalities, and limited participation at various levels. The review examines the challenges contributing to gender disparities in STEM and explores interventions to foster inclusion in South Africa, including key factors affecting gender representation. Studies were selected using structured screening and data extraction processes. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included literature published between 2010 and 2025. A comprehensive search was conducted across multiple databases, including Elsevier, Google Scholar, Sabinet, Sage, Science Direct, Taylor & Francis, and institutional repositories. The findings highlight the importance of multifaceted interventions to bridge the gender gap, emphasising the promotion of role models, mentorship programmes, STEM education improvements at the high school level, professional development for educators, handson experiential learning, and parental involvement. This review provides insights into effective strategies that policymakers, educators, and industry stakeholders can implement to create a more inclusive and equitable STEM landscape.
Sibisi et al. (Thu,) studied this question.
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