Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio-economic status on female enrolment in Engineering and Technology programmes in Anglo-Saxon state universities of Cameroon. The study used a cross-sectional research design, and multi-stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio-economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children.
Family socio-economic status, female enrolment in engineering and technology programmes, Anglo-Saxon stat universities
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