Mapping STEM Gender Disparities: A Scoping Review of the MENA Region

Funding Sponsor

Science and Technology Development Fund

Author's Department

International & Comparative Education Department

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https://doi.org/10.1007/s41979-025-00149-0

All Authors

Heba EL-Deghaidy Zahra Almasabi Aya Elkholy Nasser Mansour

Document Type

Research Article

Publication Title

Journal for Stem Education Research

Publication Date

12-1-2025

doi

10.1007/s41979-025-00149-0

Abstract

Despite growing efforts to promote gender equity, the underrepresentation of women in STEM disciplines persists, contributing to marked gender disparities and leaving a critical research gap in understanding their impact. This scoping review focuses on the 17 countries in the Middle East and North Africa (MENA) region, aiming to address this research gap by exploring how gender disparities impact women’s enrolment in higher education and career choices. The review analysed 26 publications from 2014 to 2023, primarily sourced from Scopus database following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. There was a notable increase in publications from 2019 to 2023, with the United Arab Emirates contributing 11 studies. Ten out of 12 countries focused on both higher education and the workforce. Key factors influencing gender disparities included socio-cultural, institutional, and policy-driven factors, in addition to several subfactors. The scoping review aims to enhance the existing international STEM literature by offering insights from this currently underrepresented geographical region. Traditional hierarchies, gender norms, and perceived cultural roles can exclude women from STEM fields and related careers. Recommendations are provided to support women in STEM, aiming to prevent the “leaking pipeline” or “MENA Paradox” to retain more women in these fields.

First Page

531

Last Page

560

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