Description

This study aims to stimulate reflection on gender differences in science, technology, engineering, and mathematics (STEM) in higher education, particularly as they relate to project funding. Using the case study analysis conducted by Uamusse et al. (2020) for the years 2013 to 2017, the study seeks to identify the main causes of these disparities and propose interventions to promote access and increase the participation of girls and women in STEM fields. As a qualitative study, data were collected through document analysis and a review of relevant literature. This approach focuses on the overall situation of women's access to higher education in STEM courses, considering global and local trends while accounting for sociocultural, political, and historical factors influencing women's choices of courses and professions. The results indicate that the full participation of women in STEM courses remains a significant challenge in Mozambique, necessitating strategies to promote equal opportunities for women and men to access scientific knowledge and engage in STEM studies and professional practices.