Factors associated with the choice of an engineering career in women based on previous educational levels

Abstract

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.