Abstract

STEPHEN, Magdeline Mmapaseka; RADEBE, Nomfundo; MUSHAYIKWA, Emmanuel  and  MUSHAIKWA, Ngonidzashe. Investigating STEM identities of rural female learners and developing strategies to enhance STEM subject choices: A case of two rural South African schools. Journal of Education [online]. 2026, n.103, pp.142-157. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i103a08.

In this study, we investigated the STEM identities of rural Grade 9 girls and examined how a career-awareness intervention shaped their STEM knowledge, confidence, and subject-choice intentions. Findings showed that learners initially held weak STEM identities because of limited and often inaccurate understanding of STEM careers and Grade 10 subject pathways, all of which hindered informed decision-making. The intervention, delivered through STEM professionals and a careers booklet, improved learners' understanding of STEM fields, strengthened their sense of belonging in STEM, and increased interest in pursuing STEM careers typically viewed as male-dominated. Learners also reported greater confidence in selecting mathematics and science for Grade 10, attributing this shift to the guidance and exposure received during the programme. This study contributes new evidence from rural South Africa demonstrating that even a single, context-relevant intervention can meaningfully enhance STEM identity and readiness for STEM subject choices in girls.

Keywords : career awareness; intervention; rural female learners; STEM identity; subject choice.

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