A qualitative investigation into the factors influencing underrepresentation and performance of black STEM female learners in a South African public secondary school

Despite reforms in the education system and the availability of financial support and mentorship, women remain underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields. This study applied intersectionality to examine factors contributing to the underrepresentation of young women in STEM in the Further Education and Training (FET) phase in a South African public school. Intersectionality highlights how multiple forms of oppression intersect to shape the experiences of marginalised groups. A descriptive qualitative design was adopted, focusing on black female learners aged 15–18. Participants were recruited through snowball sampling technique, and data were collected through one-on-one telephonic interviews. Thematic analysis was used to interpret the data. Findings revealed that most participants doubted their technical abilities to succeed in STEM. Many had internalised gender stereotypes that positioned them in nurturing roles rather than technical fields. The school environment was under-resourced, further constraining their studies. In addition, socioeconomic challenges such as inadequate housing and loadshedding disrupted learning after school hours. The study concludes that government should prioritise investment in public school infrastructure and provide mentorship opportunities for underprivileged female learners in STEM fields.