Work

Women in Engineering at a Regional Public University: Trends, Barriers, and Retention Strategies

Year: 2025

Type: article

Abstract: This article examines patterns of enrollment, academic performance, and dropout among women in engineering programs at the State University of Milagro (UNEMI), Ecuador, between 2016 and 2023. Using a quantitative approach that combines descriptive statistics with exploratory factor analysis, the study identifies critical obstacles affecting the academic persistence of female students. Results show a 291% increase in female enrollment following the implementation of institutional policies focused on inclusion and the expansion of virtual education, reflecting the cumulative growth rate in female enrollment from 296 students in 2016 to 1158 in 2023. However, this growth coincided with a decline in pass rates and an increase in dropout levels. Among the main factors influencing student attrition are financial limitations associated with transportation, access to technology, and study materials. Additional elements include motivational aspects and insufficient academic preparation. The findings highlight the importance of strengthening institutional strategies that promote academic equity, create inclusive learning environments, and respond effectively to the personal and structural challenges that women face in engineering education. This study contributes empirical evidence that can inform university policies and public initiatives aimed at fostering greater participation and success for women in science and technology fields.

Source: Societies

DOI: 10.3390/soc15110303

Authors: Jessica Janina Cabezas-Quinto, Lenin Ernesto Chagerben Salinas, Mariuxi Vinueza Morales, Jennifer Quintanilla Castellanos, Cristian Vidal-Silva

Institutions: Universidad Estatal de Milagro, University of Guayaquil, University of the Americas

Language: English

Topic: Career Development and Diversity

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Gender equality

Open Access status: gold

Estimated APC paid: $1,689