Dr Angela Tabiri is a research associate and academic manager at the African Institute for Mathematical Sciences (AIMS) in Ghana. With a PhD in mathematics from the University of Glasgow, she is passionate about fostering the next generation of female leaders in STEM. Angela plays a pivotal role in shaping academic programmes that empower high school girls and teachers in mathematical sciences across Africa.
“Inspiring young African women to pursue STEM is not just about maths — it’s about changing lives, honouring Black history, and building on the contributions of African pioneers.”
From Ghana to the Glasgow and back
My journey began with a Bachelor of Arts in Mathematics and Economics from the University of Ghana. After graduation, I spent two years as a teaching assistant in the Mathematics Department, a period which solidified my passion for both teaching and research. This led me to the African Institute for Mathematical Sciences (AIMS) in Ghana, where I enrolled in a Master’s programme in Mathematical Sciences.
I was drawn to AIMS because it is a Pan-African centre of excellence, bringing together the brightest students from across the continent and lecturers from around the world. After graduating in 2014, I pursued a Postgraduate Diploma in Mathematics at the International Centre for Theoretical Physics in Trieste, Italy, before moving on to the University of Glasgow for my PhD.
Leading and learning
After completing my PhD in 2019, I returned to Ghana with a clear goal: to contribute to education and research in my home country. I joined AIMS on the AIMS-Google AI Postdoctoral Fellowship, focusing on quantum algebra. However, my role quickly evolved, and I now manage the Girls in Mathematical Sciences Programme (GMSP), a nine-month mentoring initiative for high school girls across Ghana.
The programme nurtures the talents of young women in mathematical sciences while drawing inspiration from the rich heritage of Black history, specifically the legacies of Black mathematicians and leaders who have shaped global knowledge. In my work, I aim to help the girls build a future rooted in the proud tradition of African intellectual and cultural contributions.
The impact of the Girls in Mathematical Sciences Programme
We are now in our third year, and it has been a transformative experience. Around 80% of our graduates have gone on to pursue STEM courses at universities, and we have successfully recruited girls from all 16 regions of Ghana. Many of our students have secured scholarships for further studies, both in Ghana and abroad, and some are already entering advanced STEM programmes in the UK and Canada.
We’ve also seen success in helping our girls develop critical thinking and problem-solving skills through rigorous mathematical courses. We incorporate industrial visits to show them how mathematics is applied in real-world settings. By preparing young African women for leadership roles in STEM, we not only shape the future of mathematics in Ghana but also honour the groundbreaking achievements of historical Black figures whose work opened the doors for future generations.
Celebrating Black history and contributions in mathematics
The importance of Black history cannot be overstated, especially in mathematics and science, where the contributions of Black scholars often go unrecognised. By recognising and building on the work of trailblazing Black mathematicians like Euphemia Lofton Haynes, the first African American woman to earn a PhD in mathematics, and Katherine Johnson, whose calculations were vital to NASA’s space missions, we honour their legacies while paving the way for the next generation.
Through the Girls in Mathematical Sciences Programme, I make it a point to highlight the achievements of African and African American pioneers in STEM, showing students that they, too, can make significant contributions to the world. This work is not only about pushing for diversity in STEM but also about reclaiming and celebrating the integral role Black mathematicians have played throughout history.
Demonstrating the power of education and changing the landscape for teachers
In addition to working with high school girls, I also manage a Master’s in Mathematical Sciences for Teachers programme. This initiative was created to address the challenges Ghanaian students face in mathematics at the high school level, particularly in national exams. We aim to equip teachers with a deeper understanding of mathematics so they can pass that knowledge on to their students. This focus on education is in line with the vision of Black leaders throughout history, who have long recognised education as the foundation of progress and empowerment.
Since 2020, the programme has been providing high school teachers with the skills they need to improve mathematics pass rates in Ghana. The results have been very promising, and in 2022, we expanded the programme to teachers across Africa.
FEMAFRICMATHS: Celebrating African women in mathematics
While studying for my PhD in Glasgow, I noticed the lack of representation of African women in mathematics. To address this, I started FEMAFRICMATHS, a platform that shares the stories of African women mathematicians to inspire the next generation. Through our YouTube channel and social media, we highlight the diverse careers available to those who study mathematics, showing young women that maths can lead to exciting opportunities in research, industry, and beyond.
FEMAFRICMATHS is not just about expanding participation in STEM but also about celebrating the contributions of African women in a field where they have historically been underrepresented. The platform seeks to connect the work of current and future African mathematicians with the legacy of influential Black women in history, creating a continuum of excellence and achievement.
By creating FEMAFRICMATHS, we highlight the stories of Black women in mathematics who have faced barriers but continued to achieve great things. This effort pays tribute to their legacies and ensures that the next generation of African women in STEM feels connected to this historical narrative.
Why diversity in STEM matters
Diversity in STEM is essential because it brings new perspectives and ideas that lead to innovation. When we include people from different backgrounds, we enrich the pool of knowledge and experience, which is crucial for solving complex global challenges. It is particularly important in mathematics, a field that is all around us and affects nearly every aspect of our lives.
We need more women, especially African women, to be part of this conversation. That’s why my work with both Girls in Mathematical Sciences and FEMAFRICMATHS is so important — we are not just teaching girls mathematics; we are showing them that they have a vital role to play in the future of STEM. By fostering a new generation of leaders in STEM, we pay tribute to Black history, recognising that the achievements of Africans and their descendants have been — and will continue to be — integral to the progress of the world.
