African Woman and Child Feature Service

Mathematics as a field of Science was largely closed to women before the 20th Century. However, from ancient times through the 19th Century and into the early 20th Century, a few women have notably achieved in mathematics.

In Kenya the story is the same. Few women are seriously into Mathematics, a subject that has been treated as a male preserve.

Poor performance is realised because of the existing belief that Mathematics is a tough subject. There is also lack of role models in this area of science.

Cultural, economic and religious backgrounds that impede children in general and the girl child in particular from accessing quality education also influences the motivation of the girl-child towards Mathematics.

According to Prof Wandera Ogana, Programme Director for the African Mathematics Millennium Science Initiative (AMMSI) female mathematics teachers in both public and private universities in Kenya number less than ten percent.

He says that the number of girls who take Mathematics is lower at high school compared to boys, equal at university level and lowest at post graduate level.

“Surprisingly 20 to 40 per cent of women who passed with high grades in Mathematics at high school level are taking undergraduate degrees in different fields,” Ogana explains.

He blames the existing gap on female Mathematicians to the missing link that exist between professionals and the upcoming students in their meetings.

Exclusion, coupled with the existing tradition and cultural explanations are baseless and sadly, further erode female students’ performance in economics and other science subjects.

However, Ogana says the number of women taking Mathematics is improving at a high rate compared to the previous ten years.

“Women mathematicians would serve as role models for girls through giving talks in schools and universities and taking time to interact with them in their localities on mathematics,” observes Ogana.
He explains: “Society and schools should strive to help the girl establish self esteem and both girls and boys should be motivated equally adding that focusing on one at the expense of the other is to blame for the tilted graph in academic cycles.”

Concern by teachers through their attitude influences the learning and appreciation of mathematics by girls.

There are many factors leading to low numbers of women in Mathematics. These include the belief it is a difficult subject that is not meant for girls. There is also the poor perception of Mathematics by society as well as ignorance and lack of career guidance.

“These make it hard for girls to venture into job opportunities associated with Mathematics,” says Ogana. He adds: “Lack of adequate support for girls whose families experience economic hardships are factors that play for poor performance by girls in Mathematics.”

Ogana observes that the initiative is in the process of putting more emphasis on research that could address current problems in Africa by making Mathematics a relevant and likeable subject by the society.

“We are soon launching continental activities that will include giving talks and running competitions in secondary schools with the aim of making them appreciate Mathematics,” reiterates Ogana.

He notes that the initiative has awarded partial post-graduate scholarships at Masters and PhD levels to 150 students in the continent.

The initiative is in the process of developing a database on mathematicians and mathematical resources in Africa with the aim of encouraging the use of Information Communication Technology (ICT) in academic and teaching of the subject.

A mentoring programme has been started in Addis Ababa University in Ethiopia, Kwame Nkrumah University of Science and Technology in Ghana and Buea University in Cameroon.

There are also plans to extend the programme to Makerere University in Uganda, Jomo Kenyatta University of Agriculture and Technology in Kenya and Rwanda National University.

The programme aims at promoting science through the establishment of new academies of sciences in countries where none exist while giving capacity to existing academies has also been launched in the continent.

The programme is also spearheading the involvement of the academies in the respective government’s formulation of sound and evidence-based policies on science and technology.

It will culminate in a series of meetings in all parts of the continent that will help increase the number of the existing academies that currently stand at 17.

“This is the only way we can provide appropriate responses to national socio-economic issues like food security, energy, health, climate change and some other challenges that affect Africa,” says Ogana.

There are plans to set up a model academy for the continent besides helping in the establishment of science centres in countries that currently have none.

The Dutch government is sponsoring a programme that is expected to empower new generations of talented scientists as well as promoting the public’s understanding of science in Africa.

There are plans to develop links with almost all the university colleges to set up a merit based academy of sciences in Africa since none exists at the moment.

Women in East Africa are still under represented in the public universities. Kenya has 30 percent gender enrolment at public universities.

Recent studies shows that women in East Africa fear mathematics related courses, lacked role models and faces hostile attitudes when they showed interest in non-traditional subjects such as agriculture, engineering and computing.

Majority end up becoming successful in areas such as law and humanities, subjects that are traditionally branded as female domain.

Countries with high levels of sexual equality have a gap between boys and girls virtually disappearing, the reading gap remains.