E Kimani, K Mwikamba


An understanding of gender dynamics in science and technology is based on the perspective of how social norms, values and attitudes dictate differentials in the participation of male and female in these fields. This in essence calls for a critical consideration of the forces, naturally and socially ascribed, that influence the choices that women and men make, both in education and professional alienation. While gender refers to socially ascribed differences between males and females as women, men, girls and boys, there are notable natural differences dictated by sex that cannot be ignored. The discussion thus zeroes into what males and females can do, and what they think they can do or are expected to do by the society. The ideal is therefore on the differences between nature and nurture and by extension, sex and gender. The argument is that more than the physiological make up of an individual, the concept of gender is responsible for the female’s lack of venture into science and technology, viewing it as a no go zone, hence male dominated in theory and practice. While education as a whole is important in empowering individuals, skills and knowledge in mathematics, science and technology are known to guarantees a place in the related world of work. The existence of glaring gender disparities in the participation in science and technology on the basis of gender is a global concern; hence a need to engage in scaling up strategies to encourage female to intensify their interest and participation in these areas, while ensuring that boys and men stay on.


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