Abstract

The third of the eight Millennium Development Goals is to promote gender equality and empower women. This article discusses the factors that are associated with 31 female higher education students' choices and aspirations to pursue education and careers in mathematics and science-related fields. The analysis is based on semistructured interviews. Patriarchal values in society impacted females' own perceptions of their abilities and aspirations. Although extrinsic social gain motivation underpinned females' choices, they had little awareness of the economic benefits of mathematics and science qualifications. Teaching styles were associated with females leaving the mathematics and science pipeline.

Citation

Mujtaba, T. & Reiss, M.J. (2015). The Millennium Development Goals Agenda: Constraints of Culture, Economy, and Empowerment in Influencing the Social Mobility of Pakistani Girls on Mathematics and Science Related Higher Education Courses in Universities in Pakistan. Canadian Journal of Science, Mathematics and Technology Education, 15(1), 51-68. Retrieved August 13, 2024 from https://www.learntechlib.org/p/168356/.

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Keywords

• Academic Ability
• Academic Aspiration
• Career Choice
• College Students
• Correlation
• Daughters
• Empowerment
• Females
• Foreign Countries
• Gender Bias
• Learning Motivation
• Marriage
• mathematics
• Mathematics Instruction
• Parent Attitudes
• Parent Child Relationship
• Science Careers
• Science Instruction
• secondary education
• Self Concept
• Semi Structured Interviews
• Sex Fairness
• Sexual Harassment
• Social Class
• SOCIAL MOBILITY
• STEM education
• student attitudes
• student motivation
• Teaching Styles
• Womens Education
• Work Environment