Influencing Factors Impacting Women to select Engineering- A Range of Perspectives

Abstract

To find solutions to complex problems, engineering practice needs to adapt and embrace diverse thinking. The lack of female participation in engineering fields, in the western world including New Zealand, at the tertiary education level (post secondary/high school level e.g., university, polytechnic, etc.) has been a barrier for diversity, equity and innovation in both the industry and academic professions. Non-diverse professions miss out valuable contributions and new ways of approaching problems that a varied workforce brings. New Zealand needs to mitigate the gender bias to ensure a diversity of skills and knowledge in the engineering profession is fostered. This paper presents findings from three studies as part of a larger research project aimed at investigating influencing factors that contribute to female participation in engineering studies at the tertiary level in New Zealand. In the three studies researchers explored student teachers, current polytechnic engineering students and high school students’ perceptions, experiences, and influences related to engineering.
 The first study investigated future teachers of children aged 11-13 years perceptions of engineering and engineers. The second study investigated the impacts and influences that led domestic and international female engineering students choose the Civil Engineering programme at Waikato Institute of Technology (Wintec). The third study investigated the impacts and influences that led to Year 12 and 13 students to enrol in a trades engineering related course at Wintec. The three completed studies deployed qualitative research methods using focus group and individual interviews.
 The first study found that participants held very strong stereotypical views about who engineers are and described them as: white, male, middle-aged, good at maths and science who may be antisocial, and that they design and build stuff while getting dirty. The second study found that barriers to selection of engineering for women include the school system; lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. The third study found that young women were exposed to strong stereotypical thinking and behaviours throughout their lives that could potentially steer them away from a career in engineering. Other barriers included a lack of timely, accurate career advice, outdated school facilities and inauthentic enactment of curriculum. However, exposure to positive role models and strong support networks, along with developing self-efficacy, assisted them to overcome these barriers enabling them to explore engineering as a potential career pathway.
 Given the strong stereotypical views about engineering from future teachers, incorrect perceptions about engineering in society and lack of engineering career and subject choice guidance available to students at school, it is not surprising that there is a shortage of females entering engineering fields in New Zealand.