Abstract:
This study aims to stimulate reflection on gender differences in science, technology, engineering
and mathematics (STEM) in higher education, assessing the situation of the years 2013 to 2017. The study
seeks to identify the main causes and propose interventions to promote access and increase participation
of girls and women. Being a qualitative study, data were collected through analysis of documents and
relevant literature focusing on the overall situation of access to higher education of women particularly
in STEM courses, considering global and local trends without neglecting the sociocultural, political and
historical factors that influence in the choice of courses and/or professions by women. The results
indicate that the full participation of women in STEM courses is still a huge challenge in Mozambique,
requiring adoption of strategies for the promotion of equal opportunities for women and men to access
scientific knowledge in general and in studies and professional practices in the area of STEM.
