Abstract / Summary
Abstract Increasing participation in science, technology, engineering, and mathematics (STEM) requires understanding students’ aspirations and the experiences and social influences shaping their educational and career pathways. This study examined STEM aspirations among secondary school students in Rwanda, focusing on gender, STEM-related experiences, role-model exposure, and perceived barriers. A cross-sectional survey was conducted among 859 secondary school students in Rwanda. Data were analysed using descriptive statistics, Mann–Whitney U tests, Pearson’s chi-square tests, and Spearman’s rank-order correlations. Students reported high STEM interest (M = 4.39, SD = 0.94), perceived importance of STEM skills (M = 4.55, SD = 0.81), STEM career intention (M = 4.42, SD = 0.89), and confidence in succeeding in STEM careers (M = 4.44, SD = 0.84). Female students reported significantly greater perceived importance of STEM skills than males (p = .009). Gender was significantly associated with university STEM study intention (χ²(2) = 7.42, p = .024) and STEM career intention (χ²(4) = 14.03, p = .007). STEM experiences were positively associated with career intention (ρ = .208, p < .001), while role-model exposure showed a modest positive association (ρ = .138, p < .001). Lack of role models or representation was the most frequently reported barrier and differed significantly by gender (χ² = 5.35, p = .021). Rwandan secondary students demonstrated strong STEM aspirations, particularly female students, despite limited STEM experiences and concerns about representation. Strengthening authentic STEM experiences, career guidance, and sustained access to diverse STEM role models may help translate these aspirations into sustained and equitable STEM educational and career pathways.