The Impact of African Female Literary Authors on STEM Education and Gender Awareness

Abstract

Globally, women comprise fewer than 30% of STEM researchers, with African nations experiencing exacerbated disparities stemming from cultural stereotypes, religious barriers, and resource constraints. Although real-world role models enhance girls’ STEM aspirations, the potential of African women’s speculative fiction as a catalyst for gender equity is not sufficiently explored. This study examines the influence of Nnedi Okorafor’s Lagoon and Namwali Serpell’s The Old Drift on STEM perceptions and gender awareness among Cameroonian university students, framed by social role theory (for stereotype subversion) and the Longwe Empowerment Framework (for access, conscientisation, control). Thematic analysis of 80 excerpts identified 68 instances of female STEM agency across these dimensions. Four Focus Group Discussions (FGDs) (n=24 participants: two STEM and two Literature/Languages groups, with six females aged 18–25 per group) at the Universities of Buea and Douala used Longwe-aligned questions, following pre-session reading of excerpts. Thematic analysis revealed portrayals of African-centred STEM that challenge gender norms. FGDs demonstrated strong resonance: 92% of Buea STEM students identified Adaora’s resourcefulness as realistic; 83% of Douala Literature students recognised religious barriers from personal experience; 75% envisioned curriculum applications. Literature students emphasised advocacy roles; STEM students reported aspiration shifts. We concluded that African women’s speculative fiction fosters STEM gender awareness through relatable narratives subverting stereotypes. Findings advocate embedding excerpts in higher education curricula across Cameroon’s university contexts. Future longitudinal FGDs should track sustained behavioural impacts.