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<p>Timely completion of Science, Technology, Engineering, and Mathematics (STEM) doctor of philosophy (PhD) programs has become a growing concern due to its implications for academic productivity, resource allocation, and workforce development. Consequently, researchers have investigated supervision quality, student motivation, academic culture, and regional challenges to doctoral progression. However, research examining how gender-related factors affect thesis completion experiences, particularly in STEM disciplines, remains limited. This study analyzed institutional data from 148 students (66.2% male; 33.8% female) enrolled between 2009/2010 and 2018/2019. Findings revealed a gender gap: 76.47% of males completed their theses compared to 23.53% of females. Contributing factors included limited writing time, financial constraints, and gender discrimination in lab settings, with female students disproportionately tasked with lab maintenance. Peer support had a positive effect on finishing a thesis, especially for women who were able to get past gender-related obstacles. Supervisory preferences also played a role: males preferred same-gender supervisors due to cultural norms, while females were more accepting of male supervisors, reflecting patriarchal influences. The study highlights the need for equitable academic environments, addressing stereotypes, providing bias-mitigation training for supervisors, and ensuring equal access to resources and mentorship to support female STEM students.</p>

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Identifying Factors Contributing to PhD Students Thesis Completion and Non—Completion in STEM: A Gender Perspective from a Nigerian University

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Olubusayo Foluso Adebusuyi

摘要

Timely completion of Science, Technology, Engineering, and Mathematics (STEM) doctor of philosophy (PhD) programs has become a growing concern due to its implications for academic productivity, resource allocation, and workforce development. Consequently, researchers have investigated supervision quality, student motivation, academic culture, and regional challenges to doctoral progression. However, research examining how gender-related factors affect thesis completion experiences, particularly in STEM disciplines, remains limited. This study analyzed institutional data from 148 students (66.2% male; 33.8% female) enrolled between 2009/2010 and 2018/2019. Findings revealed a gender gap: 76.47% of males completed their theses compared to 23.53% of females. Contributing factors included limited writing time, financial constraints, and gender discrimination in lab settings, with female students disproportionately tasked with lab maintenance. Peer support had a positive effect on finishing a thesis, especially for women who were able to get past gender-related obstacles. Supervisory preferences also played a role: males preferred same-gender supervisors due to cultural norms, while females were more accepting of male supervisors, reflecting patriarchal influences. The study highlights the need for equitable academic environments, addressing stereotypes, providing bias-mitigation training for supervisors, and ensuring equal access to resources and mentorship to support female STEM students.