Gender stereotypes among women engineering and technology students in the UK: lessons from career choice narratives

Abstract

In the UK, women remain under-represented in engineering and technology (E&T). Research has, therefore, investigated barriers and solutions to women's recruitment, retention and progression. Recruitment into the sector may be supported by exploring the career decisions of women and men who have chosen to study E&T. Triangulating quantitative and qualitative data from E&T students at a UK university, this paper examines the gendered nature of career choice narratives. It finds that women often maintain contradictory views; upholding gendered stereotypes about women's suitability for the so-called masculine work, yet also subscribing to ideals that the sector is accessible to all who wish to work in it. This is explained using an individualist framework in which women construct an autonomous sense of self, yet are also shaped by a gendered self. Women's discourse around career choice, therefore, reveals the problematic nature of gender norms for achieving gender equity in E&T.

Keywords:

• engineering
• technology
• women
• gender
• career choice
• career decision-making

Acknowledgements

This research was supported with a grant from the Economic and Social Research Council (RES000230426), as well as funding from the Engineering Centre for Excellence in Teaching and Learning (engCETL). We are grateful to the university and particularly the students who took the time to participate in the research.

Notes

‘A’ levels (Advanced Level General Certificates of Education) are academic qualifications offered in England, Wales and Northern Ireland in school years 12 and 13 (aged 16 to 18 years) and are usually a prerequisite for university admission.

GCSEs (General Certificate of Secondary Education) are academic qualifications completed in school years 10 and 11 by 15-16 year olds in England, Wales and Northern Ireland.

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