Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia

Addissie Melak,Seema Singh

doi:10.3390/su13042246

Abstract

Academic performance is one of the reasons for gender imbalance in STEM education. This study has two objectives: analyzing women’s participation in STEM education and investigating the factors affecting women’s achievements in Engineering and Technology university majors in Ethiopia. Secondary data have been analyzed to establish women’s involvement in STEM education using enrollment and graduation data and to observe the gender gap. Primary data were collected from 376 women students of engineering and technology. The OLS multiple regression model results reveal that the academic performance of women in engineering and technology education is positively influenced by students’ capabilities to gather information about the institution before joining the university. Interventions followed by institutions for supporting women students, peer learning habits of students, and the accessibility of university infrastructure also positively affect women’s academic performance. In contrast, sexual harassment and the existence of engineering and technology professionals in the family negatively influence the academic performance of women. Hence, educational organizations, governments, and other stakeholders should work to enhance women’s academic performance and reduce the gender gap in STEM education. Engineering colleges must also give attention to students’ psychological, economic, and educational support, try to fulfill infrastructure and learning equipment, and protect students from sexual harassment through strong commitment and regulations.

Highlights

As the technological intensity domains have increased in recent years, developing human capital in engineering and technology has become an essential aspect of sustainable development
To investigate whether (a) peer learning habits of students, (b) interventions followed by institutions for supporting women students, (c) accessibility of university infrastructure, (d) sexual harassment, (e) students having prior information about the university, (f) teaching methodology followed by teachers, (g) accessibility of role model, (h) family educational background, (i) duration of the program or curriculum to study engineering and technology, (j) residence place of students, (k) year of establishment of universities, (l) annual income of the family, and (m) existence of engineering and technology professionals in the family are factors affecting academic performance of women in engineering and technology education
Women students who have higher scores on the result of the grade 12 exam will present higher academic performance in engineering and technology education at the university level [43,44]; Students who provided academic, financial, and psychological support by the university will have better academic performance [46]; Students affected by sexual harassment will present lower academic performance [50]; Students who are comfortable with teaching methodology followed by their teachers will record high academic performance [45]; 5

Summary

Introduction

As the technological intensity domains have increased in recent years, developing human capital in engineering and technology has become an essential aspect of sustainable development. Nations in 2015 includes sustainable development Goals (SDGs) four on quality education, five on gender equality, and ten on reduced inequality within and among countries [1]. These goals emphasize the importance of increasing opportunities for progress and promoting individuals, families, and communities to ensure sustainable development and improve all human beings’ living standards [2]. It is necessary to produce students with high academic performance, including women, to reduce the gender gap in STEM education [4], and women have to be encouraged to increase individual

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Conclusion