By the HSRC’s Sylvia Hannan, Saahier Parker, Benjamin Roberts, Shanaaz Dunn and Steven Gordon
Significant strides have been made through national policies and targeted programmes to promote women’s participation in science, technology, engineering and mathematics (STEM) in South Africa. The Department of Science, Technology and Innovation’s (DSTI) Science Engagement Strategy serves as a national framework to coordinate initiatives that spark public appreciation for the role of science and technology in driving a knowledge-based economy and improving quality of life for all. The National Development Plan 2030, the White Paper on Science, Technology and Innovation (STI) and the STI Decadal Plan all highlight the importance of advancing economic development and ensuring the equitable inclusion of women. They also emphasise the role of STI in empowering women and strengthening their participation in the National System of Innovation, thereby fostering a more inclusive STI human resource base.
Despite significant progress in closing gender gaps since 1994, the 2022 South African Public Relationship with Science (SAPRS) survey found marginal but consistent gendered differences in public knowledge, attitudes and engagement with science and technology (S&T), where women’s scores typically trailing one to five points lower overall. While these gaps may appear small, they are nonetheless significant and warrant continued, targeted efforts, as well as monitoring to ensure that a greater gender divide does not emerge over time.
More nuanced patterns emerge among women themselves, reflecting variations across different characteristics and circumstances. South African women are diverse, with varied levels of education, income, socio-economic status and employment, intertwined with the complexity of race, shaping access to STEM-related opportunities. Understanding these intra-group dynamics requires a more nuanced analysis, enabling the identification of where tailored interventions might be needed, rather than assuming a uniform experience for all women.
Women’s interest in, and knowledge of, specific S&T areas
Understanding interest in, and knowledge of, specific S&T areas is important for fostering greater engagement and awareness. The SAPRS survey revealed that, overall, interest levels were higher than knowledge levels. Lower interest and knowledge scores were found among women that were older, possessed little or no formal education, and that were living in urban informal settlements. Conversely, higher levels of interest and knowledge were observed among younger women, those with higher educational attainment, and those from a higher socio-economic status (SES)[1]. Educational attainment showed the strongest correlation, with women holding higher qualifications demonstrating the greatest levels of interest and knowledge.
Promise of S&T for women
S&T hold significant promise in shaping and improving various aspects of daily life. An index was developed using several survey items that assessed positive perceptions of S&T, such as beliefs that it improves quality of life, enhances work experiences, offers more benefits than risks, and creates opportunities for future generations. Overall, scores among women reflected generally favourable attitudes. Variations were however evident based on age, education, SES and geographic location, with younger women, those with a higher level of education, and those in urban formal areas having more positive views on average.
Trust in the work of scientists
Trust in the work of scientists is a key measure of public confidence in S&T’s role in society. Trust levels were generally high among women, varying within a relatively narrow range from 63 to 72 across the attributes examined. Education emerged as a strong factor, with higher trust scores among women with higher education. Age also influenced trust, with younger women expressing greater trust in the work of scientists than older women. SES further shaped trust, with women from higher SES households exhibiting greater trust than those that were more materially disadvantaged.
Women’s attraction-based engagement
Attendance of nearby S&T-related sites, events, or activities varied widely among women, with overall low levels of engagement. Women with higher education levels and greater economic resources reported higher attendance, while younger women and urban residents also exhibited higher attendance. Conversely, women with little or no formal education, those living in rural areas, older women, and women facing economic challenges reported the lowest attendance, as a result of the economic barriers impacting many women in South Africa.
Women in S&T careers
The survey found that opinions about the suitability of S&T careers for women were positive, with agreement by both men and women at 64%. Similarly, the proportions who disagreed or remained neutral were nearly identical, indicating no significant difference in perceptions. However, substantial differences were found amongst women. Agreement was lower among women who were less educated, older, rurally-based, and with lower SES, while women who were younger, more educated, urban-based, and wealthier showed much higher agreement, reaching over 80%.
Addressing the divide
The findings highlight that women who are older, that have lower levels of education, and who come from lower income households, or live in informal or rural areas may face compounded barriers that limit both their exposure to S&T information and their ability to engage meaningfully. These factors speak to the enduring legacy of apartheid in South Africa. While significant efforts have been invested to remedy this, the importance of breaking stereotypes, highlighting the contributions of women scientists and promoting the accessibility and relevance of science to the lives of women remain core to changing the unequal patterns of knowledge, interest, attitudes and engagement in South Africa.
It is crucial to recognise that disparities in STEM experiences, values and access, if unaddressed, may widen as digital demands grow and scientific literacy becomes increasingly essential. Promoting women in STEM remains important, and although the gap between men and women remains modest on aggregate, disparities exist among women based on socio-demographic factors. Efforts to engage women in STEM must go further, promoting broader and more meaningful access, and improving digital skills and scientific literacy as a means for women to realise the economic, educational, and civic benefits of an increasingly digital society.
Continuing to close the gaps between men and women, and reducing inequalities among women, requires targeted, inclusive strategies. These include early exposure to STEM, accessible and supportive learning environments through both formal education and informal learning, as well as access to flexible, lifelong science engagement opportunities that are responsive to women’s varied life circumstances. The goal must be to advance inter- and intra-gender equality in STEM by acknowledging and responding to the diverse realities shaping women’s participation in a rapidly changing world.
[1] A composite SES measure was derived by combining information on household dwelling type, access to basic services, and ownership of household assets using factor analysis to extract a latent SES dimension. The resulting factor scores were then divided into quintiles to create a relative ranking for statistical analysis.