Abstract
This dissertation investigates Female Labor Force Development and Livelihood Insecurity
through Science Technology Engineering Mathematics (STEM) Education in Ghana. Ghana has
made significant strides in improving STEM education to enhance female labor force participation
in STEM fields. However, female participation in STEM fields has not changed significantly over
the last 20 years (2003-2023). The gap is visible in the workforce, where only 25% of STEM
professionals are women.
The overarching goal of this doctoral dissertation, therefore, was to investigate the nature
and impact of STEM education in Ghana on women and girls, and how this has translated into
improving livelihood security for women in STEM careers.
The dissertation uses a mixed-methods design and is organized into three connected papers
that follow the STEM pathway from education to labor outcomes. Using the Ghana Socioeconomic
Panel dataset, Paper 1 is a quantitative analysis that examines the relationship between STEM
education at the high school level and women’s labor market outcomes in Ghana, focusing
on occupational choice and wages. Paper 2 investigates how teacher guidance, counselling, and
mentoring shape course selection for female Junior High School (JHS) students, a critical stage
where students choose program tracks they want to pursue at the Senior High School (SHS)
level. Paper 3 examines the barriers and challenges female SHS students encounter while
pursuing STEM-related courses and how these barriers shape participation and persistence along
the STEM pipeline. Papers 2 and 3 draw on 87 in-depth interviews conducted across Greater
Accra, Central, and Northern Regions, and across varied school types (public and private; girls-
only, boys-only, and mixed/co-educational schools).
The findings indicate that achieving gender-equitable STEM outcomes in Ghana depends
on coordinated implementation across the entire educational pipeline. When pedagogy and
classroom culture are not inclusive, girls’ participation, confidence, and persistence weaken.
Additionally, inadequate guidance and counselling influence course selection and hinder
transitions from jhs to shs, as well as progression into STEM training and employment. The
findings also revealed a myriad of resource challenges, including limited access to STEM learning
materials and internship opportunities, and a lack of basic resources. These factors further
undermine girls’ capacity to fully engage with and persist in STEM pathways.
The policy implications point to the need for reforms that align counselling, resources and
STEM education to occupation progression structures. Recommendations include investing in
gender responsive guidance and mentoring, aligning curricula and practical requirements across
JHS–SHS transitions, expanding job opportunities, enforcing transparent hiring practices and
equal wages to ensure that STEM education and training yield equitable labor market outcomes
for women.