Abstract
This study explores the impact of societal views on gender roles and their influence on individual decisions regarding STEM education, with a specific focus on Mozambique. It examines the pervasive gender stereotypes and the roles of family and community in shaping gender norms that affect female participation in STEM fields. Utilizing a qualitative research design grounded in social constructionism, the study engages with female students in Mozambique through in-depth interviews and focus groups to gather insights into the multifaceted gender dynamics in STEM education. The findings reveal significant societal adherence to traditional gender roles, with entrenched stereotypes depicting STEM fields as masculine and unsuitable for women, thus discouraging female participation. Family and community influences play crucial roles, either supporting or hindering women in STEM. Positive social encouragement and gender-based initiatives, however, show potential in altering perceptions and fostering inclusivity. The study underscores the necessity for targeted, culturally sensitive interventions and educational reforms to combat gender disparities in STEM. By highlighting the critical roles of societal views, family, and community, alongside the impact of supportive educational initiatives, this research contributes to strategies aimed at enhancing female participation in STEM, thereby fostering a more equitable and diverse academic and professional environment in these crucial fields.
Keywords: Gender Roles, Mozambique, Social Constructionism, STEM Education.