ABSTRACT
Gender Disparity refers to unequal treatment or opportunities for persons depending on their gender, which frequently results in disparities in access to school, work, healthcare, political representation, and other elements of life. The disparity stems from societal norms, cultural expectations, and structural inequities that maintain unequal power relations and limit possibilities for marginalized gender groups such as women, transgender people, and non-binary people. The researcher examined gender disparities in STEM education across Biology students in the Department of Curriculum and Instructional Technology. The research design adopted for the study was a descriptive survey design, chosen for its suitability in systematically observing and documenting current conditions and practices without manipulating variables. The study focused on the undergraduate Biology education students in the Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin with a total population of 376 students. From this population, a sample size of 128 students was randomly selected across four academic levels using proportionate random sampling. The instrument used for data collection was a self-structured questionnaire titled "Analysis of Gender Disparities in STEM Education Questionnaire (AGDSEQ)." Validity of the instrument was ensured through validation by the researcher's supervisor and two department lecturers, while reliability was established using the Cronbach Alpha coefficient. The questionnaire employed a modified Likert scale for responses, with a benchmark set for decisionmaking. Data analysis involved mean and standard deviation calculations, with the study focusing on identifying factors contributing to gender disparities in Biology education. The findings of the study revealed several important insights. Equal access to resources and an engaging curriculum were identified as crucial factors in addressing gender disparities. Initiatives such as scholarships, gender-neutral facilities, and awareness campaigns received strong support for their potential effectiveness. Teachers were recognized as key agents in promoting gender equity. However, challenges such as shortages of role models and difficulties in resource provision were also highlighted. Overall, the study provides valuable recommendations for developing targeted programs, implementing strategies, prioritizing teacher training, and addressing systemic challenges to promote gender equity in Biology education.
