International Journal of Academic and Applied Research (IJAAR)   Year: 2023 | Volume: 7 | Issue: 6 | Page No.: 1-10 Female Students' Accessibility in Science, Technology, Engineering and Mathematics (STEM) Disciplines in Tanzania Download PDF Zabiuna Karibi Nchimbi Abstract: The underrepresentation of female students in Science, Technology, Engineering, and Mathematics (STEM) disciplines in Tanzania is a pressing issue that requires targeted interventions. This study aims to explore enabling interventions for increasing female students' access and participation in STEM fields within Tanzania, using secondary data analysis.The research employs a comprehensive review of existing literature, reports, and relevant data sources to identify the factors that hinder female students' engagement in STEM education in Tanzania. Through this analysis, socio-cultural, economic, and institutional barriers, including gender biases, limited resources, and lack of role models, are identified as key challenges.Drawing on the available secondary data, the study investigates existing interventions and initiatives that have been implemented to promote female participation in STEM disciplines in Tanzania. The analysis examines the effectiveness and impact of various interventions, such as scholarship programs, mentorship initiatives, policy reforms, and community outreach efforts.Additionally, the study analyzes secondary data to explore the outcomes and experiences of female students, educators, and STEM professionals in Tanzania. By examining surveys, reports, and existing studies, the research gains insights into the specific barriers faced by female students in accessing and participating in STEM fields, as well as the potential solutions that have been implemented.Based on the findings from the secondary data analysis, this research proposes evidence-based interventions and strategies to increase female students' access and participation in STEM disciplines in Tanzania. The proposed interventions encompass recommendations for policy-makers, educators, and stakeholders, focusing on areas such as curriculum development, mentorship networks, and community engagement. The outcomes of this study contribute to the existing knowledge base on gender equity in STEM education and provide insights for designing effective interventions in Tanzania. By utilizing secondary data, this research offers a valuable perspective on the enabling interventions that have been implemented and their potential for scalability and impact. Implementing evidence-based strategies can pave the way for improved access, increased participation, and enhanced opportunities for female students in STEM fields, fostering a more inclusive and diverse scientific community in Tanzania.