STEM Education in Pakistan: A Gender-Based Perspective

Abstract

In Pakistan, women are significantly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields, despite their crucial role in national development. This study investigates the factors influencing women's decisions to pursue STEM education at universities in Karachi, addressing disparities and suggestions to reduce gender equality. Employing a quantitative methodology, the research surveyed 80 female STEM students from public and private universities in Karachi using stratified random sampling. Data was collected focusing on reasons for choosing STEM, support systems, and challenges. The findings reveal that while a majority of female students (69%) choose STEM disciplines due to personal interest and intellectual growth, external influences such as parental pressure (14%) and cultural expectations persist. Fathers (34%) and teachers are primary sources of encouragement. Key challenges include a significant lack of awareness and access to mentorship programs (84% were unaware), pervasive gender bias (39% identified it as a top employment barrier), and familial expectations prioritizing early marriage. The study concludes that enhanced support systems, targeted awareness initiatives for parents, robust mentorship programs, and inclusive policy interventions are urgently needed to advance gender equality in STEM education and careers in Pakistan.