The first webinar in the Representivity, Diversity, and Gender in Economics in South Africa explores gender differences that exist within the fields of science, technology, engineering, mathematics (STEM) and by extension, in the related careers thereof. This research sheds more light on the implications on women’s study and practice of STEM and Economics at tertiary level of education and provides useful insight into policy targeted at increasing girls’ enrolment in STEM and Economics. Improving general learning outcomes and reducing gender differences in Mathematics are issues of much concern to the South African Department of Basic Education and other key stakeholders in education. Available statistics show that South African women remain underrepresented in tertiary studies and professional careers that require a sound background in Mathematics. This is quite worrisome and undoubtedly has an implication not only for economic development but also for social inequality, as women continue to have lower access to high-paying employment opportunities. Using a nationally representative General Household Survey (GHS) conducted in 2018, this paper conducts a broad assessment of differences in learners; access to national mathematics workbooks, along key socio-demographic variables including gender, population groups and rural/urban settings. Furthermore, gender gap in access to mathematics workbooks will be decomposed across key socio-demographic variables using a Blinder-Oaxaca decomposition technique as the main empirical strategy. Kehinde O. Omotoso is currently a post-doctoral research fellow at the DST/NRF SARChI Chair in Social Policy, College of Graduate Studies, University of South Africa. She holds a PhD in Economics from the University of Pretoria and has published many articles in reputable journals. Her research covers a wide range of development issues relating to gender, health, inequality and multidimensional poverty.
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