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Kareem, J., Thomas, R. S., & Nandini, V. S. (2022). A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. Interdisciplinary Journal of Environmental and Science Education, 18, e2282.
https://doi.org/10.21601/ijese/12025

has been cited by the following article:

• TITLE: Disrupting Gender Stereotypes in STEM Education in Cameroon: Case of Silicon Mountain Buea

  AUTHORS: Isidore Agem Abah, Angela Etanke Kinge Parh, Julius Che Tita

  KEYWORDS: Disrupting, Gender Stereotypes, STEM Education, Cameroon

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.11, November 11, 2025

  ABSTRACT: This study qualitatively investigates strategies used by female tech professionals in Buea, Cameroon, to challenge gender stereotypes in STEM education. Using in-depth interviews and thematic analysis, the paper identifies key disruptive measures such as academic orientation, lobbying, and the promotion of role models. The findings suggest that achieving gender parity through these efforts has significant positive implications for the education of girls, including increased enrollment, empowerment, and broader career opportunities.