Let’s Eliminate Stereotypes and Obstacles in Opposition to Women in STEM – Afcallo Ventures CEO

Publication Date: January 22, 2026
Source: Life Pulse Daily / Joy FM Personality Profile

Introduction

Despite significant strides in gender equality, a persistent “leaky pipeline” continues to drain the Science, Technology, Engineering, and Mathematics (STEM) sector of essential female talent. Christabel Ofori, the Founder and CEO of Afcallo Ventures, has recently brought this critical issue to the forefront. In a revealing interview with host Lexis Bill on Joy FM’s Personality Profile (January 22, 2026), Ofori dismantled the societal myths and invisible barriers that deter women from pursuing technical careers.

This article explores the CEO’s insights on the “JHS-to-University Vanishing Act,” the psychological impact of the “helmet stereotype,” and the data-backed reality of women in STEM today. By integrating pedagogical analysis and practical advice, we aim to provide a comprehensive guide for educators, policymakers, and aspiring female scientists.

Key Points

Background

The conversation surrounding gender disparity in STEM is not new, but it requires constant re-evaluation as educational systems evolve. Christabel Ofori, a chemical engineer by training, speaks from both personal experience and professional observation. Her company, Afcallo Ventures, focuses on innovation and engineering solutions, placing her in a unique position to witness the industry’s gender gap firsthand.

The Context of the Interview

On January 22, 2026, Ofori appeared on Joy FM’s Personality Profile, a platform known for deep-diving into the lives of influential figures. Her conversation with Lexis Bill moved beyond typical career highlights to address the structural issues within Ghana’s educational framework. She highlighted a specific paradox: while girls often outperform boys in Junior High School (JHS), their representation thins out significantly by the time they reach Senior High School (SHS) and tertiary education.

Analysis

To understand the root causes of the gender gap in STEM, we must analyze the specific barriers Ofori identified. These barriers are not merely logistical but deeply psychological and cultural.

The “JHS-to-University Vanishing Act”

Ofori describes a puzzling trend in Ghana’s educational system. At the JHS level, female students frequently occupy the top spots in academic rankings. However, as the curriculum becomes more specialized in SHS and university, female enrollment in science tracks declines.

Pedagogical Insight: This drop-off suggests that the issue is not a lack of innate ability but rather a failure in the educational environment to support girls through the transition to advanced STEM concepts. The “vanishing act” often coincides with the onset of puberty, a period where societal scrutiny on girls intensifies, and self-confidence may waver due to external pressures.

The “Helmet Stereotype” and Visibility

One of the most powerful metaphors Ofori introduced is the “Helmet Stereotype.” In many cultures, the hard hat or lab coat is culturally coded as masculine attire.

• Visual Representation: Ofori notes, “We always mostly see the men in the helmets.” When young girls rarely see women operating heavy machinery or leading engineering teams, they internalize the message that these spaces are not for them.
• Psychological Impact: This lack of representation creates an “invisible barrier.” It fosters the belief that engineering is inherently difficult or unnatural for women, a narrative Ofori herself nearly fell victim to before encouragement from a family friend.

The Intersection of Biology and Society

Ofori acknowledges the complex interplay between biological transitions and societal expectations. She cites puberty and the “emotions that come with being a woman” as factors. While this may seem biological, it is deeply social; as girls mature, they often face stricter behavioral expectations than their male peers, which can limit their time and mental energy for exploring technical hobbies.

Verifiable Data: The State of Women in STEM (2024-2025)

Ofori’s observations are supported by statistical evidence. The following data highlights the severity of the gap:

Source: Adapted from Ghana Statistical Service (GSS) 2024 Report and Global Education Monitoring data.

The data confirms that despite women’s academic potential at the secondary level, systemic filters remove them from the pipeline before they reach senior professional roles.

Practical Advice

Based on Christabel Ofori’s insights and educational best practices, here are actionable steps for stakeholders to eliminate obstacles for women in STEM.

For Educators and Mentors

1. Demystify Difficulty:
Ofori admits she avoided engineering because “they say it’s difficult.” Educators must actively dismantle the myth that STEM subjects are impossibly hard. Use growth-mindset language that focuses on effort and learning rather than innate genius.

2. Visual Representation in the Classroom:
Decorate classrooms and lecture halls with images of female engineers, scientists, and mathematicians. Ensure that textbooks and digital resources feature women in hard hats and lab coats to normalize their presence.

3. Bridge the JHS-SHS Gap:
Implement targeted mentorship programs during the transition from Junior High to Senior High School. This is the critical window where girls are most likely to drop out of STEM tracks.

For Industry Leaders and Policy Makers

1. Support Infrastructure with Culture:
As Ofori notes, infrastructure alone is insufficient. Investments in STEM schools must be paired with cultural training for teachers to ensure gender-bias-free environments.

2. Create “See It to Be It” Opportunities:
Companies should host open days specifically for young women, allowing them to wear the “helmet” and see the machinery firsthand. Exposure reduces fear and increases interest.

For Aspiring Female STEM Students

1. Seek Early Encouragement:
If you lack a role model in your immediate environment, look for mentors online or through NGOs. Ofori’s career changed because of one friend’s encouragement—don’t underestimate the power of a single supportive voice.

2. Challenge the Narrative of Difficulty:
Recognize that the feeling of STEM being “difficult” is often a manufactured stereotype. Approach problems with curiosity rather than fear.

FAQ

Conclusion

Christabel Ofori’s candid reflections on Joy FM serve as a wake-up call to educators, policymakers, and industry leaders. The journey toward gender parity in STEM is not solely about building more laboratories; it is about dismantling the “mental and cultural helmets” that obscure the vision of young girls. By addressing the “leaky pipeline” through mentorship, visibility, and the demystification of technical fields, we can ensure that the brightest female minds remain in the pipeline, driving innovation for the future.