Factors associated with the choice of an engineering career in women based on previous educational levels
Bibliographic Data
| ID | 22417606 |
|---|---|
| Authors | Sofia Velasquez Salas (0009-0002-6997-130X, Instituto Tecnológico Metropolitano), Alejandro Valencia-Arias (0000-0001-9434-6923, Instituto Tecnológico Metropolitano, corresponding author), Geraldine García Pineda (0009-0006-6232-5099, Instituto Tecnológico Metropolitano), Vanessa García Pineda (0000-0003-3418-8956, Instituto Tecnológico Metropolitano), Francisco Eugenio López Giraldo (0000-0003-0446-4307, Instituto Tecnológico Metropolitano) |
| Year | 2026 |
| Volume | 36 |
| Issue | 4 |
| Pages | 1961-1985 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Technology and Design Education (JOURNAL) |
| Journal identifiers | ISSN: 0957-7572 • E-ISSN: 1573-1804 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10798-025-10056-5 |
| OpenAlex | W7134076914 |
| Language | EN |
| References cited | 42 |
Despite advances in educational equity, female participation in STEM disciplines, and especially engineering, remains limited. The comprehension of the factors that influence girls' vocational aspirations is predicated on an understanding of how this choice is shaped from earlier educational levels. The objective of this research was to examine the sociocultural, familial, academic, and motivational elements that influence this decision. A systematic review was conducted in accordance with the PRISMA 2020 methodology, a framework designed to systematically structure the process of searching, selecting, evaluating, and including courses. The study proposes an alternative to the enumeration of variables, namely an integrated interpretation of the manner in which social imaginaries, school practices, family dynamics, and pedagogical experiences shape girls' perceptions of engineering as both a possible profession and a life choice. This analysis underscores the necessity to reconsider conventional methods of vocational guidance and to institute sustained initiatives that not only facilitate access but also transform the structural conditions that delineate the pathways to these professions.
Comprehension · Engineering education · Perception · Science education · Vocational education · Career Development and Diversity · Science Education and Perceptions · Scientific Research and Technology
Desiring a career in STEM‐related fields
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
The PRISMA 2020 statement
Middle and high school girls’ attitude to science, technology, engineering, and mathematics career interest across grade levels and school types
Women’s Science, Technology, Engineering, and Mathematics Persistence After University Graduation
Regional disparities in Web of Science and Scopus journal coverage
“We actually made something and solved a problem”
Where will I belong more?”
Gender stereotypes and belonging across high school girls’ social groups
The STEM Pipeline
Let’s Talk
Critical Consciousness of Gender Inequality
Gendered Returns to Education
Demographic Characteristics of High School Math and Science Teachers and Girls' Success in STEM
| Highly cited | No |
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