ABSTRACT Historically, girls in science have been viewed as exceptional rather than key players; this perception undermines their ability to envision themselves as potential engineers, mathematicians, or scientists. This study was conducted in the Mara region of Tanzania and explored the factors influencing girls' participation in science subjects, aiming to identify best practices to increase girls' participation and achieve Sustainable Development Goals (SDGs) 4 and 5. Using the qualitative approach, participants included science teachers and students enrolled in science subjects. Data collection utilised in‐depth semi‐structured interviews, triangulated with focused group discussions and documentary reviews. Moreover, the study used Bandura's social cognitive theory to classify the factors affecting girls' participation in science subjects into personal, environmental, and behavioral factors. The study reveals a complex interplay of prominent personal factors, such as low self‐belief and a lack of personal development, which are crucial for building confidence and acquiring the skills necessary for improved participation in science subjects. Furthermore, environmental factors such as socioeconomic status, infrastructure, and access significantly inhibited the girls' participation in sciences. Additionally, behavioral factors, such as motivation, peer pressure, and role models, further hinder their participation. While rooted in the Tanzanian context, these findings resonate globally, as similar challenges exist in other regions where structural, cultural, and social barriers limit girls' participation in sciences. The study advocates community‐based initiatives, such as science fairs and mentorship programs, to educate society, promote female role models, improve infrastructure, and ensure a conducive learning environment for girls.
Msafiri et al. (Wed,) studied this question.