Empowering Futures: STEM Aspirations among Bangladeshi Girls in Secondary Education

Abstract

This research examines the desire of the class nine and ten girls towards STEM education in Khulna and Rajshahi, Bangladesh. Despite growing awareness of gender parity, girls’ STEM participation is little. This study surveys various socio-cultural, economic, and educational aspects to determine whether female students choose STEM streams in secondary school. This study has explored the unexplored aspirations of high school girls in these two areas of Bangladesh. A mixed-methods approach was used to meet the objectives of this study. For this, researchers used a wide range of quantitative and qualitative data. Eight girls’ high schools in Khulna and Rajshahi, Bangladesh, were studied using questionnaires in which 410 girls participated. The students were selected from ninth and tenth grades. In addition, 44 respondents shared their ideas, experiences, and observations in four focus group discussions (FGD) conducted at various schools. The data was collected from July 2021 to June 2023. STEM female students have been studied using descriptive statistics and qualitative methods. Some critical issues have been explored through this study. These include motivations for studying STEM, completion, desired degree, and chosen STEM higher education institutions. The present global STEM education scenario and STEM occupations largely influence female STEM students. The results reveal that every respondent has well-defined STEM aspirations; nonetheless, the majority target the biological sciences. It also found that they have less interest in engineering, technology, and applied sciences. The earth, space, and physical science occupy a smaller subset in their chosen row. The girls also know local and global STEM education trends and actively seek knowledge to guide their academic and career paths. It is important to note that the students are ambitious and aware of STEM career opportunities despite their knowledge deficits. The research suggested the need to provide additional assistance in a few areas, like providing high-quality teaching methods and materials for STEM girls, mentorship, organizing workshops for guardians, and offering scholarships and financial aid. If these suggestions are implemented, the girls' desires may be fulfilled.