JONAED

This study investigated strategies for promoting gender equality in STEM towards sustainable development. Two research questions were posed and one null hypothesis formulated for analysis at 0.05 level of significance. Descriptive survey design was utilized. Sixty-seven (67) secondary school science teachers comprising of 39 males and 28 females, randomly drawn from four secondary schools in Umuahia North Local Government Area in Abia State served as sample. The instrument for data collection was questionnaire. Data were analysed using mean and Chi-square statistics. Results show that; exposing girls/women in STEM to female STEM experts and peers, fostering collaboration between STEM students (boys and girls) and science museums, creating informal STEM learning environment after school activities, fostering collaboration between STEM students and STEM Departments in Universities, promoting opportunities for peer networking and many others are agreed by male and female science teachers as strategies for promoting gender equality in STEM. Chi-square statistics analysis show a no significant difference in the responses of male and female science teachers. Recommendations were made one of which is the need for STEM teachers teaching girls/women studying STEM related subjects in the secondary schools and universities to expose them to female STEM experts and peers for encouragement.