Title: Extent to which female gender stereotypes influence female students' engagement in vocational training in Nakivale Vocational Training Centre
Authors: Ainomugisha Joshua
Volume: 10
Issue: 2
Pages: 60-65
Publication Date: 2026/02/28
Abstract:
The study examined the extent to which female gender stereotypes influenced female students' engagement in vocational training at Nakivale Vocational Training Centre, Uganda. The research employed a mixed-methods approach, surveying 180 female students and conducting interviews with 20 parents and instructors. Contrary to expectations, multiple regression analysis revealed that gender stereotypes did not significantly predict engagement (? = .001, p = .986). Similarly, parental engagement (? = .024, p = .712) and parental career behavior (? = .036, p = .580) showed non-significant direct effects. Confidence intervals for all predictors crossed zero, indicating lack of statistical significance. However, descriptive analysis revealed high awareness of gender stereotypes (Mean = 4.23, SD = 1.00 for gender-related challenges) and strong parental influence (Mean = 4.27, SD = 0.76 for parental support dependency). The study concluded that while gender stereotypes were pervasively recognized by female students, they did not directly predict engagement levels in the straightforward manner hypothesized. Instead, findings suggested that mediating factors including institutional support systems, peer networks, individual resilience, and contextual variables moderated stereotype impacts. The non-significant direct effects challenged simplistic assumptions about stereotype-engagement relationships, highlighting complex pathways requiring more sophisticated theoretical models. Recommendations included strengthening institutional support mechanisms, developing peer mentorship programs, enhancing resilience-building interventions, conducting longitudinal research to capture temporal dynamics, and investigating moderating variables that buffer stereotype effects.