Engineering, Women in

Women in Engineering Education

In most Western countries, women now make up over 50 percent of the higher education student population, but make up a much smaller proportion in engineering education. For example, in 2008, women made up only 18 percent of engineering students in the United Kingdom even though they represent over 55 percent of the higher education student body. Despite the apparent inequality of access, women as a percentage of engineering students has been steadily increasing over the last four decades, which for some [Page 476]has been seen as a mark of progress. However, some emphasize that gender differentiation by discipline remains despite women's access to higher education and that the increase in the percentage of women in engineering is better understood as relating to the general increase of women at university and a decline in the interest in engineering by males, rather than an increase in the interest of women in engineering. Taking into consideration women's increase in access to higher education, we can see that women's interest in taking up engineering at university has not increased over the last four decades, remaining around 2 to 4 percent since the 1970s in the United Kingdom (UK).

A closer look at participation rates in subdisciplines of engineering shows that women are more likely to choose subjects like architecture or chemical engineering than mechanical engineering or electrical and electronic engineering. The reasons are complex. It may be that women choose subjects that more closely align with so-called feminine interests, or that women who have the skills and interests for engineering education are drawn to subdisciplines in which women are already participating in greater numbers. It has also been suggested than innovative curriculum is more likely to attract and retain women students than a more traditional curriculum. Interdisciplinary engineering education is seen to make engineering more socially relevant and better reflects the reality of working as an engineer, which also emphasizes a broader range of skills (such as communication and teamwork).

However, while there have been moves toward adopting multidisciplinary approaches and more innovative teaching methods, these are not usually developed with gender mainstreaming in mind. Instead, these innovations are about making engineering more relevant to industry and to students themselves (as paying customers). Thus, it is also essential to point out that developments in engineering education are closely linked to the changing needs of industry.

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