Journal of Education & Social Policy

Girls Education in Science: The Challenges in Northern Ghana
Dr. Anthony Kudjo Donkor, Deni Kwasi Justice

Abstract
This study seeks to find out the causes of the widening disparities in the study of science in second cycle schools in the Upper West Region of Ghana. In Ghana, education policies do not discriminate against any section of the community. Even though the Science Technology and Mathematics Education (STME) clinics were initiated to address the gender disparities and misconceptions about girls’ participation in science and technology there has not been any significant improvement in female students studying sciences in the three northern regions of Ghana. For this research study schools were purposively selected based on schools offering pure science and science related programs. The study used a mixed method design that includes qualitative and quantitative data process. Methods employed for data collection include focus group discussions, questionnaires, interviews, observation and review of secondary data. The research established that high illiteracy rate among parents left children to their own fate in deciding the choice of programs of study in the second cycle schools; identified inadequate science resources; poor performance recorded by students in the science departments; understaffing; harassment by peers and teachers; inadequate female teachers as role models in science and; lack of motivation either from parents, peers or teachers. The research findings added to the knowledge base on the causes of gender disparities in science education. In addition, they served as reference materials for policy makers, as well as gender activists.

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