Gendered experiences of Ghanaian female academics and scientists

Abstract

Although women’s roles in development are vital, they are generally marginalized in all spheres of society’s development including Science, Technology, Engineering, and Mathematics (STEM). This article explored the experiences of women in STEM
domains in Ghana’s tertiary education and research institutions. Thirty participants (students, faculty, and research scientists) were selected through purposive/criterion sampling. Their experiences were elicited using semi-structured interviews. The
interview data were thematically analysed using initial coding, axial, and selective coding under grounded theory. The findings confirmed that the Ghanaian society is still deeply patriarchal. On the STEM trajectories of the participants, gender discrimination was manifested in comments, structures, and practices. In the face of the gender discrimination experienced, the support system of the female faculty interviewed, enabled them to succeed in their professional and educational endeavours.