To understand the preponderance of stereotyping of Earth Sciences as a male-oriented science in Africa, we perform a robust analysis of two electronic surveys. The current perception of female students' activities and performances was evaluated through a primary survey (N = 151; 28% female), which consisted of responses from academic professionals working in Universities and other Earth Science-related organizations. The second survey (N = 795; 38% female) investigated the ratio of male to female students currently enrolled in, or those that have graduated from Earth Science programs across Africa. Our approach for analyzing the collected data was based on descriptive statistics such as skewness, kurtosis, and Pearson correlation coefficients. Importantly, our data and analyses revealed under-representation of female student respondents, perhaps due to lower female students' enrolment among the sampled respondents. The responses to the main research questions are largely normally distributed and platykurtic. Thus, there is an overall lack of preference for female over male students across different ages, years of teaching, and cognate experience brackets in most countries represented. Many female academic professionals also slightly perceive male students are not more active than their female counterparts during laboratory and field activities. Majority of these female respondents think that geosciences are meant for female students also, but do not expressively consider it as a female profession. Respondents within the age bracket of 25–35 years and with cognate experience of >10 years do not consider male students to be better than their female counterparts. Significantly, our work shows that the gender of the respondents has no positive impact on their preference for male or female students albeit there were more male than female respondents.

为了了解地球科学在非洲作为男性导向科学的刻板印象的优势，我们对两个电子调查进行了强有力的分析。目前对女学生活动和表现的看法是通过初步调查（N = 151；28% 女性）评估的，其中包括在大学和其他地球科学相关组织工作的学术专业人士的回答。第二项调查（N = 795；38% 女性）调查了目前就读的男女学生或从整个非洲地球科学课程毕业的学生的比例。我们分析收集到的数据的方法基于描述性统计数据，例如偏度、峰度和 Pearson相关系数。重要的是，我们的数据和分析揭示了女学生受访者的代表性不足，这可能是由于抽样受访者中女学生的入学率较低。对主要研究问题的回答在很大程度上是正态分布的且呈扁平状。因此，在所代表的大多数国家/地区，不同年龄、教学年限和同源经验的学生总体上缺乏对女性的偏好。许多女性学术专业人士也略微认为，在实验室和实地活动中，男性学生并不比女性同行更活跃。大多数女性受访者认为地球科学也适用于女学生，但并未明确将其视为女性职业。年龄在 25-35 岁之间且具有超过 10 年同源经验的受访者并不认为男学生优于女学生。值得注意的是，我们的工作表明，尽管男性比女性受访者多，但受访者的性别对他们对男性或女性学生的偏好没有积极影响。