Persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education reflect deeply rooted structural, cultural, and psychological barriers. This study investigates these dynamics in Nyagatare District, Rwanda, using a sequential explanatory mixed-methods design. Guided by Critical Feminist Theory, Social Cognitive Theory, Stereotype Threat, Role Congruity, Expectancy–Value, and Social Constructivist perspectives, data were collected from 322 students and 109 teachers through surveys, complemented by focus groups and interviews with parents, school leaders, and education officers. Quantitative analyses revealed significant associations between gender perceptions, career guidance, parental support, and exposure to inclusive role models (p < 0.05). Thematic analysis highlighted persistent socio-cultural norms, institutional inertia, and internalised stereotypes limiting girls’ STEM participation. Findings informed the development of the Gender-Transformative Educational Leadership for STEM (GTELS) framework, integrating leadership, pedagogy, and community engagement to guide culturally responsive, systemic interventions. Complemented by the Hills of Equity model, GTELS operationalises pathways from structural reforms and social norm shifts to sustained STEM engagement, emphasising mentorship, visible female role models, and evidence-based leadership strategies. This study contributes theoretically by synthesising multiple frameworks into a coherent model and practically by providing actionable strategies for policymakers, school leaders, and educators. While contextually grounded in Rwanda, GTELS offers a transferable, scalable approach for advancing gender equity in STEM education across Sub-Saharan Africa, positioning girls as emerging innovators and leaders in the 21st century.
Uzabakiriho et al. (2025) studied this question.