The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate. The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)

The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate. The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)