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The Future of Girls in Science Education: Embracing Inclusivity and Diversity in Tanzania

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Title: The Future of Girls in Science Education: Embracing Inclusivity and Diversity in Tanzania
Language: English
Authors: Mgambi Msambwa Msafiri (ORCID 0000-0003-2223-090X), Lianyu Cai, Ke Shan
Source: British Educational Research Journal. 2026 52(1):806-834.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Females, Science Education, Gender Bias, Secondary School Students, Secondary School Teachers, Disproportionate Representation, Barriers, Family Influence, Science Achievement, Educational Resources, Foreign Countries
Geographic Terms: Tanzania
DOI: 10.1002/berj.70038
ISSN: 0141-1926
1469-3518
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499092
Database: ERIC
FullText Text:
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  Data: The Future of Girls in Science Education: Embracing Inclusivity and Diversity in Tanzania
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  Data: <searchLink fieldCode="AR" term="%22Mgambi+Msambwa+Msafiri%22">Mgambi Msambwa Msafiri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2223-090X">0000-0003-2223-090X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lianyu+Cai%22">Lianyu Cai</searchLink><br /><searchLink fieldCode="AR" term="%22Ke+Shan%22">Ke Shan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2026 52(1):806-834.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tanzania%22">Tanzania</searchLink>
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  Data: 10.1002/berj.70038
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  Data: 0141-1926<br />1469-3518
– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – SubjectFull: Family Influence
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      – SubjectFull: Tanzania
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