‘I Have Always Been Passionate about Gender Equality, Especially in Terms of Education’
Adeola Oluwatobi Oyewole, from Nigeria, obtained her bachelor’s degree in Sociology at the University of Ibadan in Nigeria, the country's first and oldest university. She went on to graduate from the HSE’s Master’s programme in Population and Development and is now pursuing her PhD at the Doctoral School of Sociology. In her interview with the HSE News Service, Adeola spoke on her career plans after completing her PhD and explains why it’s important to empower young girls to study in male-dominated STEM fields.
— Why did you choose to pursue your PhD at HSE and specifically at the International Laboratory for Social Integration Research?
— I got my Master’s degree in Population and Development from HSE University, and I know the school reliably delivers quality education, so it was just logical to continue my educational pursuit here.
My supervisor, Dr Olga Savinskaya, introduced me to the International Laboratory for Social Integration Research, and the experience has been amazing working with experts in the specialisation of social structure, social institutes, and processes.
— What inspired you to examine the gender experiences of female students in male-dominated STEM fields in Nigerian universities? What is the main thesis of your research?
— My dissertation is primarily qualitative research with a two-phased empirical design. I have always been passionate about gender equality, especially in terms of education.
For STEM fields, the statistics of women’s underrepresentation are alarming globally, but it is more pronounced in African countries
Examining the gender gap in STEM education is actually a continuation of my master’s thesis. I started with the study of how socio-cultural factors influence the self-efficacy of girls to study and be retained in STEM fields. My current study builds on that extensively. The title of my thesis is ‘The Gendered Experiences of Female Undergraduates in Male-Dominated STEM Fields in Nigerian Universities.’
More women are signing up for STEM classes these days, but old-school gender stereotypes still get in the way—especially in fields usually run by men. My study looks at what life is really like for female engineering and science students at the Federal University of Technology in Akure, Nigeria.
Through one-on-one interviews, this study finds that many women feel pressured by family expectations and the fear that employers won’t take them seriously. While having support from the school helps, a second look at how students work in groups revealed a recurring problem: women often get stuck with the paperwork or ‘support’ tasks, while men take over the technical work and leadership roles.
It’s not all bad news, though. Many female students are pushing back, taking charge, and proving they can lead just as well as anyone else
Stereotypes in STEM come from both the system and the people within it. To fix this, we need a two-way approach: schools must create better policies to support women, and students need the tools to keep breaking those glass ceilings.
— In your opinion, what are the main challenges faced by female students in STEM in Nigeria?
In a patriarchal society like Nigeria, female students in STEM often face interrelated challenges
Some of these challenges are the result of deep-rooted gender norms and stereotypes, inadequate female mentorship, the mental burden to prove competence in a male dominated space, and familiar and societal gender expectations, among others.
— How do you think your research could contribute to improving gender equality in STEM education?
— The research contributes by explaining the processes through which gender inequality is produced and contested at the intersection of Nigerian higher education, STEM institutional culture, and the reflexive agency of female students navigating both.
The findings support a dual intervention framework that sustainable gender inclusion in STEM requires the simultaneous transformation of structural conditions and the cultivation of individual and collective agency, because each is insufficient without the other.
— What are your professional plans after completing your PhD?
— I plan to leverage the knowledge, experience, and skills acquired during my PhD to contribute in policy and advocacy spaces that empower young girls—especially Nigerian and African girls—to study in male-dominated STEM fields.
— What aspects of life in Moscow do you enjoy the most, and what has been the most surprising for you so far?
— I really love holiday celebrations in Moscow, from the New Year holidays, to Christmas, to Defender of the Fatherland Day, to Women's Day, to Victory Day and the others.
I love how the city becomes vibrant according to each holiday, and you just know something special and worth celebrating is happening
For instance, you see beautiful and magnificent New Year decorations all over the city, men with flowers for Women's Day, and the St George ribbon everywhere for Victory Day. Every celebration is worth it and celebrated well in Moscow, and I love that. I am still fascinated by the effectiveness and maintenance of the Moscow metro system, and it keeps advancing. It speaks so well about the maintenance culture of Russians.
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