From enrolment to dropout: exploring sex-based disparities in engineering education trajectories
Two primary factors contributing to disparities in engineering degrees are the low female enrolment and their high dropout rates. Understanding the reasons behind female students’ choices related to engineering and the factors leading to their departure remains critical. This study presents empirica...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/456463 |
| Acceso en línea: | https://hdl.handle.net/2117/456463 https://dx.doi.org/10.3926/jotse.3234 |
| Access Level: | acceso abierto |
| Palabra clave: | College dropouts Women college students Sex discrimination in higher education Career choice motivations Dropout intentions Engineering education disparities Perceived discrimination Underrepresented females Abandó dels estudis (Ensenyament universitari) Estudiantes universitàries Discriminació sexual en l'ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari |
| Sumario: | Two primary factors contributing to disparities in engineering degrees are the low female enrolment and their high dropout rates. Understanding the reasons behind female students’ choices related to engineering and the factors leading to their departure remains critical. This study presents empirical findings on the contrasting factors influencing career choices and dropout intentions among male and female engineering undergraduates. An analysis of data from 602 participants revealed significant differences in career motivations, with males being more self-oriented, whereas females demonstrated a more collectivist approach. Additionally, female students reported higher dropout intentions, correlated with more frequent experiences of discrimination and lower self-esteem. The study also identifies specific contexts within engineering campuses where female students experienced discrimination. By highlighting these differences and underscoring where discrimination occurs, this research enriches the comprehension of the challenges faced by female engineering students. These insights are vital for formulating strategies to boost female engagement and retention in engineering, targeting broader goals of diversity and equality in tertiary education |
|---|