A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA Alice Mokoena, & Gregory Alexander Faculty of Humanities, Central University of Technology (South Africa) Abstract The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM. Keywords: Gender achievement, science subjects, rural high schools. 1. Introduction The idea of bridging the gap and increase participation of females in science has been expounded for many years. For instance, Kimotho (2019) registered that for the last three decades, it has been the global mission to invest in STEM by addressing gender equality. An interconnected world economy market liberalization was produced that focused on abilities to master STEM as key for economic growth. In the same vein, United Nations Educational, science and Cultural Organisation (UNESCO) alarmed by 35% of women and girls participating in STEM, calls for promotion of female empowerment through education by enhancing awareness for the sole reason reiterated that STEM careers are important as jobs for the future, for social being, inclusive growth and sustainable development (UNESCO, 2020). According to the national development plan of South Africa (NDP) as a guiding document, it is the country`s vision to eliminate poverty and inequality by increasing women and girl participation in science as captured in vision 2030. Its chapter 9 on improving education, innovation and training, envisage about 450 000 university entrants in science and maths and 100 STEM PhD graduates in 2030 (National Science and Technology, 2019). Which means Further Education and Training band has a large responsibility to ensure quality throughput in order to meet the vision. Furthermore, the Sustainable Development Goal number 5 of the NDP 2030 focuses on addressing gender equality and equity by suggesting empowering women participation in science (Voluntary National Review (VNR) 2019). Women make up a large percentage of the poor in rural areas hence it is vital that they are assisted with the aim of contributing towards transformation of the economy (VNR, 2019). Concurring with Shepherd (2017) there are many aspects that may not be ignored such as girls` self-efficacy, motivation, cultural responsibilities coupled with stereotype beliefs and their enthusiasm in closing gender gap towards STEM. Societal stereotypes such as technology and engineering are more relevant for boys than girls, can be so influential that they turn up to be baring negative results for the country. https://doi.org/10.36315/2021end033 Education and New Developments 2021 155