Mapping STEM Gender Disparities: A Scoping Review of the MENA Region
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| Title: | Mapping STEM Gender Disparities: A Scoping Review of the MENA Region |
|---|---|
| Language: | English |
| Authors: | Heba EL-Deghaidy (ORCID |
| Source: | Journal for STEM Education Research. 2025 8(4):531-560. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Gender Differences, Foreign Countries, Disproportionate Representation, Females, Higher Education, Career Choice, College Enrollment, Geographic Regions, Cultural Influences, Policy, Sex Role, Norms |
| Geographic Terms: | Middle East, Africa, United Arab Emirates |
| DOI: | 10.1007/s41979-025-00149-0 |
| ISSN: | 2520-8705 2520-8713 |
| Abstract: | Despite growing efforts to promote gender equity, the underrepresentation of women in STEM disciplines persists, contributing to marked gender disparities and leaving a critical research gap in understanding their impact. This scoping review focuses on the 17 countries in the Middle East and North Africa (MENA) region, aiming to address this research gap by exploring how gender disparities impact women's enrolment in higher education and career choices. The review analysed 26 publications from 2014 to 2023, primarily sourced from Scopus database following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. There was a notable increase in publications from 2019 to 2023, with the United Arab Emirates contributing 11 studies. Ten out of 12 countries focused on both higher education and the workforce. Key factors influencing gender disparities included socio-cultural, institutional, and policy-driven factors, in addition to several subfactors. The scoping review aims to enhance the existing international STEM literature by offering insights from this currently underrepresented geographical region. Traditional hierarchies, gender norms, and perceived cultural roles can exclude women from STEM fields and related careers. Recommendations are provided to support women in STEM, aiming to prevent the "leaking pipeline" or "MENA Paradox" to retain more women in these fields. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494826 |
| Database: | ERIC |
| Abstract: | Despite growing efforts to promote gender equity, the underrepresentation of women in STEM disciplines persists, contributing to marked gender disparities and leaving a critical research gap in understanding their impact. This scoping review focuses on the 17 countries in the Middle East and North Africa (MENA) region, aiming to address this research gap by exploring how gender disparities impact women's enrolment in higher education and career choices. The review analysed 26 publications from 2014 to 2023, primarily sourced from Scopus database following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. There was a notable increase in publications from 2019 to 2023, with the United Arab Emirates contributing 11 studies. Ten out of 12 countries focused on both higher education and the workforce. Key factors influencing gender disparities included socio-cultural, institutional, and policy-driven factors, in addition to several subfactors. The scoping review aims to enhance the existing international STEM literature by offering insights from this currently underrepresented geographical region. Traditional hierarchies, gender norms, and perceived cultural roles can exclude women from STEM fields and related careers. Recommendations are provided to support women in STEM, aiming to prevent the "leaking pipeline" or "MENA Paradox" to retain more women in these fields. |
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| ISSN: | 2520-8705 2520-8713 |
| DOI: | 10.1007/s41979-025-00149-0 |
