In a world increasingly shaped by science, technology, engineering, and mathematics (STEM), Nigeria continues to lag behind in fostering inclusive access to these fields, particularly for girls. Despite widespread advocacy, policy efforts, and international support, the participation of Nigerian girls in STEM education remains painfully low. This isn’t due to a lack of interest or capacity among girls, but rather the continuation of deep-rooted systemic barriers that start early and calcify over time.
The problem begins with perception what society believes girls can and should do. In many parts of Nigeria, STEM subjects are still culturally viewed as male domains. From classrooms to communities, girls receive fewer messages of encouragement to pursue mathematics, physics, computer science, or engineering. Instead, they are subtly and persistently steered toward “softer” subjects deemed more fitting for their gender. These stereotypes become self-fulfilling. A girl repeatedly told that math is difficult or not for her begins to internalise that view, regardless of her actual potential. Teachers, intentionally or not, often reinforce these biases, underestimating girls’ abilities or giving more attention to boys in science classes.
Access is another key issue. Many schools in Nigeria, especially in rural or underserved areas lack the basic infrastructure required for effective STEM education. Laboratories, computers, internet access, and learning materials are either absent or grossly inadequate. When such resources are limited, boys are often prioritised for access, consciously or unconsciously. For girls already battling gendered expectations, the additional hurdle of inferior learning environments is doubly debilitating.
There is also the matter of representation. Nigerian girls rarely see women who look like them in STEM leadership positions. The invisibility of female engineers, data scientists, or physicists reinforces the notion that these careers are not accessible. While there are successful Nigerian women in STEM; brilliant minds breaking barriers in research, medicine, and tech, their stories are often under-told or overshadowed. Without visible role models, girls struggle to picture themselves in such spaces.
Moreover, safety and societal expectations further narrow the STEM pipeline. In some regions, girls drop out of school early due to child marriage, economic pressures, or unsafe learning environments. Even where girls stay in school, the expectation that they must shoulder domestic responsibilities or prioritise family over ambition persists. STEM subjects, often requiring extra hours, labs, or after-school engagement, are less accessible for girls juggling multiple roles at home.
Policy intentions also frequently fail in execution. While frameworks exist to promote gender equity in education, including Nigeria’s national gender policy, implementation is weak. Budget allocations for gender-sensitive programming are either insufficient or mismanaged. Few schools have gender-responsive STEM initiatives, and even fewer are monitored for effectiveness. Partnerships with private tech companies and international bodies sometimes yield short-term results, but rarely translate into systemic change that scales and lasts.
The digital revolution Nigeria finds itself in today will not wait for equity to catch up. The skills gap in STEM is widening, and so is the gender divide within it. If the country is serious about economic growth, innovation, and national development, it cannot afford to keep half its population on the sidelines of its most vital industries. The deliberate exclusion whether through neglect or cultural bias of Nigerian girls from STEM is not just a gender issue. It is an economic, developmental, and national crisis.
Change requires a deliberate shift in how girls are raised, taught, and supported. It means equipping schools with the right tools, training teachers to confront bias, highlighting the stories of successful Nigerian women in STEM, and removing the structural burdens that push girls out of classrooms and away from laboratories. Anything less than this is an acceptance of the status quo and the cost of that complacency is a generation of lost potential.
