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Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. TIMSS & PIRLS International Study Center, Boston College.

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• 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.