Unfeminine Professions? Why Women Don't Actually Become Engineers

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The stereotypical division of professions into male and female in modern society, despite the absence of physical differences between the sexes, continues to exist. In the educational sphere, the majority of teachers are women, and male teachers in kindergartens are extremely rare. When we imagine the CEO of a large company, most people tend to think of a man. In contrast, HR leaders are more often associated with women. In the technology sector, for example, a team developing an industrial robot is dominated by men, while a PR department responsible for communications is more likely to be staffed by women. This division reflects established social norms and expectations, which in turn can influence career opportunities and career choices. It is important to recognize that professional skills and talents are not dependent on gender, and openness to diversity can enrich any team. Currently, there are no legal barriers that could prevent women from choosing "male" professions and vice versa. Girls have every right to pursue an interest in mathematics and physics, enroll in engineering faculties, and build careers in IT and science. However, there are factors that limit the influx of women into scientific and technical fields. These restrictions negatively impact both women and society as a whole. In an interview, researcher Natalia Maloshonok explains in detail why this situation requires attention and change.

PhD in Sociology and Senior Research Fellow at the Center for Sociology of Higher Education at the Higher School of Economics. In her research, she studies key aspects of student engagement, educational inequality, and academic dishonesty. Her interests include analyzing factors influencing student engagement in the educational process and studying the consequences of educational inequality for the academic environment.

In 2023, Natalia led a research project on the role of gender stereotypes in the career choices and educational experiences of female students studying engineering and technology at Russian universities. The project, supported by the Russian Science Foundation, aims to analyze the influence of stereotypes on the career preferences and academic performance of women in STEM fields. This research is important for increasing girls' participation in engineering and technology, as well as for creating a more inclusive educational environment at Russian universities.

Russian society has many stereotypes related to gender and professions. These stereotypes shape ideas about which roles and professions are suitable for men and women. For example, many technical and scientific professions are traditionally considered better suited for men, while women are more often associated with professions in medicine, education, or care.

This division into "male" and "female" professions leads to inequality in career opportunities, as well as the underrepresentation of women in certain fields. Gender role stereotypes can negatively impact people's self-esteem and their desire to pursue careers in fields that do not meet traditional expectations.

Despite efforts to promote gender equality, many stereotypes continue to exist and influence career choices. It is important to engage in dialogue about breaking these stereotypes and promoting the idea that everyone, regardless of gender, has the right to choose a profession that matches their interests and abilities. Overcoming these stereotypes can contribute to a more diverse and inclusive work environment.

Stereotypes about gender predisposition to engineering professions persist. There is a belief that boys have greater aptitude in engineering, which makes them more successful in this field. However, it is important to note that success in engineering depends not only on gender but also on interest, perseverance, and education. Ensuring equal access to engineering careers for everyone, regardless of gender, promotes diversity and innovation in the field.

Stereotypes about the mathematical abilities of boys and girls remain a pressing topic of discussion. The question of who is better at mathematics is complex and multifaceted. When asked directly, for example, "Who do you think is better at mathematics—boys or girls?", not all respondents can give an honest answer about their beliefs. Although in quantitative studies among students, most respondents claim that girls and boys have equal abilities, qualitative interviews often reveal hidden biases. We have results from both quantitative and qualitative research that highlight the importance of understanding these stereotypes and their impact on perceptions of the abilities of different genders in mathematics.

Stereotypes about male and female professions have a significant impact on the education system. These preconceived notions shape expectations and preferences that influence the choice of academic subjects and career paths. For example, boys are more often encouraged to study science and engineering subjects, while girls may face pressure to choose humanities or social sciences.

This distribution can limit students' potential and contribute to gender inequality in the labor market. Educational institutions play a key role in dismantling these stereotypes by offering programs that support equality and encourage students to choose careers that match their interests and abilities, regardless of gender.

An important step is to implement programs aimed at raising awareness of gender stereotypes and their consequences. This can include seminars, trainings, and projects that highlight the achievements of women in traditionally male fields and men in traditionally female fields. In this way, education becomes a powerful tool for creating a more equal society and contributes to the dismantling of gender stereotypes in the professions.

The problems of gender segregation in the engineering and technical fields manifest themselves in three main stages. The first stage concerns education, where girls and women often face bias and a lack of support when choosing technical subjects. The second stage involves difficulties in the labor market, where women may face discrimination in employment and career advancement. The third stage concerns the professional environment, where gender stereotypes can limit women's opportunities to participate in projects and make decisions. To overcome these barriers, it is necessary to implement programs aimed at supporting women in STEM, as well as raising awareness of the importance of gender equality in technical professions. Fewer girls are choosing engineering as their future career. This observation highlights the gender stereotypes that continue to influence educational and professional choices. Engineering professions can offer numerous opportunities for career advancement and self-realization, but the underrepresentation of women in these fields can limit the diversity of ideas and approaches in engineering. Attracting more girls to engineering careers is an important step toward creating a more inclusive and innovative environment in this field.

International studies confirm that gender stereotypes play a key role in shaping interest in the sciences. Young boys and girls exhibit similar abilities in mathematics. However, as they grow older, a noticeable gap is observed: girls' interest in the sciences declines, and their results become lower. This demonstrates the significant influence of the environment on the formation of academic preferences and success. It is important to understand that support and motivation from family and society can help change this situation and increase girls' interest in mathematics and other STEM disciplines.

Influence on girls' career choices can manifest itself not only in direct instructions from adults, such as phrases like, "You're a girl, you don't need this math" or "Think about your beauty, choose a 'girly' major." This influence can be more subtle and unnoticeable. Social stereotypes and expectations shape perceptions of what professions are suitable for women, which can limit their aspirations and ambitions. It's important to recognize that such preconceived notions can negatively impact girls' futures, preventing them from choosing careers that truly interest and inspire them. Support and encouragement from family and society play a key role in shaping girls' confidence in their abilities and capabilities.

Children perceive the world around them and form their understanding of gender based on their observations. If they observe that women mostly work in beauty salons and are flight attendants, while men are more likely to become pilots and engineers, this influences their self-identification and future career choices. It is important to recognize that such stereotypes can limit children's development and their perceptions of life's possibilities. Supporting gender equality in professions can help children see a wider range of opportunities for themselves.

The second stage is the learning process. Even if a girl has chosen an engineering major, she may find it difficult to complete her university studies in this specialty. Barriers can arise at various levels, including the complexity of the course material, a lack of support, or underestimation of one's own abilities. Therefore, it is important to create a comfortable educational environment and provide access to resources that will help overcome these barriers and successfully complete university.

How should this be interpreted?

Research shows that girls face significant barriers in completing technical programs. They often find themselves in a hostile environment, rife with microaggressions and gender stereotypes. This creates an unfavorable learning environment. The low representation of girls in classes, where only three or four out of 25 students are women, also negatively impacts their motivation. Furthermore, the lack of role models, such as successful female engineers, can be a significant barrier for girls aspiring to a career in engineering. Supporting and creating an inclusive environment can help increase the number of women in tech fields and improve their chances of success.

Third level — This is the percentage of female engineering graduates who enter the workforce. While there are barriers to entry in this field, our research focused on earlier stages of education and career choice.

Heroic behavior toward female students can manifest itself in various forms, including psychological pressure, sexual harassment, and discrimination. These manifestations can occur both within and outside the academic environment, creating a negative climate for learning and development. For example, female students may experience biased evaluations of their work, disrespect from peers or professors, and a lack of support from university administration. These factors can significantly impact their self-confidence, motivation, and academic achievement. It is important to identify and analyze such manifestations of aggression to create a more inclusive and safe educational environment for all students.

We observe that female students experience pressure and face an unfavorable atmosphere in educational programs. This manifests itself in condescending attitudes from both professors and classmates. Teachers often say, "I'll just give you a grade and not pay much attention, because you're going to have children anyway, not build a career." Stereotypes like these are also actively reproduced among students.

The second aspect is sexual objectification, which is evident in interviews with both boys and girls. We observe how girls are given high marks for wearing short skirts or having "beautiful eyes" on exams. This underscores the belittling attitude toward their abilities and diminishes the importance of education and future professions for girls. This problem requires attention, as it fosters stereotypes and negatively impacts the perception of women in society.

In the Russian context, an interesting trend is observed: not a single girl expressed dissatisfaction with existing injustices or the need for change. Teachers often treat boys and girls differently, claiming, "But they don't mean any harm!" When classmates tell you that studying isn't important to you and that you won't go to work anyway, they react with phrases like, "They're just joking!" This escapist attitude, where people don't take such statements seriously and prefer to ignore them rather than confront them, is a characteristic feature of Russian society. This underscores the need to discuss gender stereotypes and find ways to overcome them in the educational environment.

Research shows that men are more likely to drop out of educational programs than women, even in engineering and technical disciplines. However, for women, stereotypes influence dropout. If a female student believes that her classmates view women as less capable in mathematics, this increases the likelihood of her dropping out. Overcoming such stereotypes and creating a supportive educational environment can help reduce dropout rates and improve student success for both men and women in technical fields.

Boys are more likely to drop out for several reasons. One of the main ones is a lack of motivation to study. Many young people don't always understand the importance of education and its impact on their future. Furthermore, young men tend to have difficulty adapting to the academic process, which can also lead to their dropout. They often face problems with time management and self-control, which impacts their academic performance. It's also important to consider that adolescence is a time of intense personality development, and some may deviate from the academic process in favor of other interests and hobbies. These factors combined lead to higher rates of dropout among young men than among young women. The disparity in student dropout is observed across all majors and demonstrates the influence of gender stereotypes on young men. These stereotypes shape how they perceive the educational process and can negatively impact their academic performance and motivation. It is important to research and develop approaches that will help overcome such stereotypes and create a more inclusive educational environment.

There is research confirming differences in the learning styles of men and women, which are evident in both schools and universities. Female learning styles are characterized by a greater emphasis on hard work, persistence, and diligence. This allows women to achieve academic success through consistent effort and attention to detail. Understanding these differences can help educators adapt teaching methods to accommodate the needs of both genders, which in turn can contribute to a more effective educational process.

The stereotypical male learning style assumes that young people achieve success through their natural abilities. Under the influence of this stereotype, young men believe that they can achieve high grades solely on the basis of their talents, which is attractive. At the same time, according to this belief, girls are forced to make significant efforts to achieve the same results, which does not seem so impressive to young men. This approach creates an unequal playing field and influences the perception of work and success between the sexes. It is important to reexamine these stereotypes and recognize that success requires both talent and hard work, regardless of gender.

The disparity in male student dropouts from universities may be due to their overconfidence. Young men sometimes inflate their self-esteem and underestimate the effort required to succeed in their studies and achieve high grades. Although it is difficult to determine how widespread this phenomenon is, during interviews we encounter examples where a talented student, having entered university and seeing their superiority over their classmates, stops seriously pursuing their studies. As a result, they are at risk of dropping out. The need to understand the real demands of the educational process and continuous self-development remains relevant for many students, which emphasizes the importance of adapting to the academic environment and planning their studies.

The absence of formal barriers to women's education in engineering and technical professions allows us to conclude that it is inappropriate to force them to choose this field. Only those who are truly interested and motivated enter the profession, while others are likely reluctant to pursue it. However, gender imbalance in science and engineering professions can have serious consequences. Not only does it limit the diversity of perspectives and approaches to solving complex problems, but it also reduces the overall level of innovation. Furthermore, a lack of women in these fields can negatively impact the development of future technologies and products, which must address the needs of a broad audience. Addressing gender imbalances is essential for creating a more inclusive and productive scientific environment.

Today, countries around the world are actively developing engineering professions as a key source of innovation that fosters global competitiveness. Russia also sees a significant emphasis on engineering education—almost half of all state-funded places at universities are allocated to engineering majors. This indicates that the state is investing heavily in training future specialists, which in turn contributes to the development of high technology and strengthening the country's position on the international stage.

Currently, there is There is a significant attrition rate among students in engineering programs, and not all employers are satisfied with the quality of graduates. Research shows that there are no innate differences in aptitude for science between men and women, implying that women could represent half of qualified engineers and contribute to innovation. However, they currently make up only a quarter of those entering universities, and the percentage of those completing their studies is even lower. This means the country is losing potential talent, leading to economic losses. It is important to create conditions conducive to attracting women to engineering programs to improve the overall qualifications and competitiveness of the workforce. The academic community is taking this issue seriously. In recent years, there has been growing interest in researching issues related to this topic. Scientists are actively discussing and analyzing its impact on various aspects of society. Specialized articles are being published, conferences and roundtables are being held, demonstrating a high level of professional interest. It is important to continue developing discussions and research projects to deepen understanding and find effective solutions.

The topic we are working on is relatively new for our group. However, receiving a grant from the Russian Science Foundation (RSF) indicates positive momentum in this field. It also indicates that there is an audience that is aware of the existing problems and is ready to solve them.

There is a perception in the academic community that gender inequality in science is not a significant problem. Some argue, "Why can't women publish and achieve the same results as men?" This statement is often made by women who do not realize that the conditions for career advancement in science are often more favorable for men. Such stereotypes ignore the systemic barriers women face in science, including bias, lack of support, and limited opportunities for career advancement.

Support for endeavors is crucial, but negative statements such as "you can't achieve anything" can undermine confidence. In many fields, women's work continues to be valued less than men's, both financially and emotionally. This is even evident in parenting, where women often bear the primary responsibility, while men who contribute even a little are perceived as heroes or helpers. This imbalance creates barriers to equality and justice in society.

Science remains a challenging environment for women. Although I haven't delved into this topic, it's clear that significant barriers to equality exist. Not only is this problem relevant, but it requires attention to ensure a more inclusive and equitable scientific environment for everyone.

There is a perception that the gender imbalance in science and technology in Russia is less pronounced than in other countries. This is due to the fact that during the Soviet period, women gained access to education and the opportunity to work on an equal basis with men, including in science and engineering. In my opinion, this legacy has both positive and negative aspects. On the one hand, it created a foundation for women's participation in scientific endeavors. On the other hand, issues of gender inequality still exist and can be hidden beneath the surface. Further work is needed to remove remaining barriers and ensure equal opportunities for all. In her article, Irina Antoshchuk raises the important question of gender equality in engineering, debunking the myth of its existence. Despite the fact that during Soviet times, 60% of applicants to engineering programs were women, actual equality was nonexistent. Women occupied predominantly low-level positions and received lower salaries. Since the collapse of the Soviet Union, there has been a decline in women's interest in engineering programs: currently, only about 25% of students entering these programs are women. This highlights the need for further analysis and discussion of gender equality issues in engineering.

There are successful examples that always attract attention. However, considering them the norm is a mistake known as survivorship bias. It's like the story of dolphins helping some drowning people but not others. We have no way of knowing how many women face barriers that are significantly higher for them than for men. This underscores the importance of recognizing existing inequalities and creating conditions that promote equal opportunities for all.

Each person is unique, has different abilities, and is shaped by a unique family environment. The environmental influences, incentives, and motivation we receive throughout life play a key role in our development. Gender disparities in any area, whether education, career, or other fields, indicate systemic problems and point to the need for a thorough analysis of existing circumstances.

One of the most obvious disparities in school student participation in Olympiads is the low percentage of girls, especially in computer science. The reasons for this problem can be varied. Firstly, stereotypes that IT and technology are more suitable for boys can hinder girls' interest in these subjects. Secondly, a lack of role models and inspiration in this field can also influence girls' choice. A third reason may be a lack of support from parents and educational institutions, which reduces motivation to participate in Olympiads. To change this situation, it is necessary to create a more inclusive educational environment where girls can develop their computer science skills and actively participate in competitions and Olympiads.

According to the results of the 2021 All-Russian School Olympiad, in the final rounds of mathematics, physics, and computer science, among 11th-grade participants, the proportion of girls was only 17%, 12%, and 6%, respectively. Since 2017, the number of participants in the final round of computer science has not exceeded 10% of the total number of 11th-graders. These data highlight the significant predominance of boys in STEM disciplines, which raises concerns in the context of gender equality in education and scientific activity.

Girls often experience lower confidence in their abilities, which leads to the avoidance of challenging situations. Olympiads offer more challenging tasks compared to school competitions, and they are not mandatory. As a result, girls make decisions based on the fear of confirming stereotypes: "To avoid failure, I'd rather stay on the sidelines." This phenomenon underscores the importance of overcoming social barriers and supporting girls in their aspirations to participate in challenging intellectual competitions.

Stereotype threat is an important theoretical framework for our research. We study how stereotypes can influence people's perceptions and behavior, as well as decision-making in various areas. Understanding this threat allows us to more deeply analyze social phenomena and develop strategies to overcome them.

The group you belong to can have a significant influence on your behavior, especially if it is subject to negative stereotypes. Awareness of these stereotypes can create anxiety and pressure, which in turn can lead you to act in accordance with these expectations. This phenomenon highlights the importance of understanding and overcoming negative stereotypes to prevent them from influencing your personal beliefs and behavior. Overcoming such biases can contribute to a more positive self-perception and improved relationships with others. The learning process directly impacts exam results. Fear of difficult tasks can lead to avoidance, which in turn confirms existing stereotypes about your own abilities. This can negatively impact academic performance and self-esteem. It is important to understand that overcoming difficulties is an integral part of learning, and the right approach to difficult tasks can significantly improve results.

There is evidence supporting the existence of psychological self-restraint. Psychology research shows that many people are capable of setting limits on their capabilities and achievements. This can manifest itself in the form of low self-esteem, fear of failure, or negative attitudes that prevent them from realizing their potential. Psychological self-restraint can have a significant impact on quality of life and personal and professional achievement. Understanding the mechanisms of this phenomenon can help people overcome internal barriers and achieve their goals.

Numerous studies confirm this tendency. A striking example is an experiment with chess. The participants in the study were women and men playing at approximately the same skill level. Players were asked to play two online games with the same opponent of the opposite sex, while they were convinced that the opponents were different. In the first game, participants were told they were playing against an opponent of the same sex, and in the second, against an opponent of the opposite sex. In the control group, information about the gender of the opponent was not revealed. The results showed that when women were unaware of their opponent's gender or mistakenly believed they were playing against a woman, their performance was comparable to that of men. However, when women realized their opponent was a man, their performance significantly worsened. This experiment highlights the impact of bias and stereotypes on performance in a competitive environment.

In our study, we considered the case of two young people who found themselves in identical conditions. Both participants, a girl and a boy, entered the Olympiad without much preparation and ultimately became winners. In an interview, the girl noted that she was interested in testing her skills: "I didn't prepare, I just leafed through some books the day before. I was just lucky!" While the boy emphasized: "I didn't prepare, I just went to the Olympiad and won thanks to my school knowledge." Interestingly, despite their successful results, girls are more likely to attribute their success to luck rather than their own abilities. This observation underscores the importance of self-awareness and self-confidence. There are examples of successful efforts to combat stereotypes both in the academic environment and at the school level. Educational institutions are implementing programs aimed at creating an inclusive educational environment that values ​​diversity and individuality. Trainings and seminars are held to help students and teachers recognize and overcome biases.

Some schools implement projects in which students work on collaborative tasks that promote interaction and understanding between children from different social and ethnic backgrounds. At universities, issues of stereotypes are explored and discussed during lectures and seminars, which helps to increase student awareness and critical thinking.

These initiatives help to develop a more open and supportive educational environment in which everyone can realize their potential without the limitations of preconceived notions.

We plan to conduct case studies as part of the grant, but have not yet begun this work. We will focus on analyzing interventions that can help girls make an informed choice in favor of engineering specialties and create a more comfortable environment for studying at university.

Our research shows that relationships between classmates, as well as interactions between teachers and students, can be challenging for female students. It is important to consider regulating these aspects at universities by establishing clear standards of conduct that define the inadmissibility of certain statements on gender issues. Currently, such measures are not sufficiently implemented, and their introduction could significantly alleviate existing problems.

We expect significant results from our project. The main goal is to achieve sustainable growth and increased efficiency. We strive to improve the quality of services provided and increase customer satisfaction. Another important outcome will be an increase in our market share and a stronger position in the industry. We plan to thoroughly analyze all stages of the project to identify successful practices and areas for further improvement.

The Russian Science Foundation (RSF) competition, which supported our project, is focused on the development of new areas in established research teams. This represents an excellent opportunity to strengthen the chosen research area at our center. We strive to use RSF support to further advance innovative research and create a sustainable scientific base.

In previously completed projects, we collected both quantitative and qualitative data on gender issues in engineering. As part of the current grant, we plan to use this data to prepare four articles, which will be submitted to peer-reviewed journals both in Russia and internationally. This will allow us to contribute to research on gender equality in engineering and share our findings with a wider scientific community.

We already submitted one article to the European Journal of Engineering Education in February. It examines the Russian context and students' perceptions of gender inequality in engineering. In the next article, we will focus on how gender stereotypes influence the academic behavior of young men and women. We will attempt to identify the reasons for the higher dropout rate of young men from engineering programs in Russia compared to young women. The third article will be devoted to the peculiarities of choosing engineering fields of study among girls.

An analysis of the reasons why some girls choose “male” specialties will help identify effective ways to attract more women to these professions.

In the fourth article, we intend to systematize global practices for overcoming the gender gap in the choice of STEM fields. We will also develop recommendations aimed at increasing girls' interest in these fields, which can be successfully implemented in Russia.

The table below presents examples of specialties in which more than 67% of girls and boys were admitted in 2021, as well as specialties with a more balanced gender distribution. Full tables, prepared by Natalia Maloshonok based on statistics from the Ministry of Education and Science, can be found at the specified link.

In 2021, young men and women at Russian universities chose various bachelor's degree programs. The most popular were the humanities, economics and management, and technical specialties. Students actively chose such fields as psychology, law, and information technology. Interest in engineering specialties has also grown, driven by the need for qualified personnel in modern industries. It's important to note that the choice of field of study often depends on the labor market and current societal trends. Thus, 2021 has become a landmark year for many students seeking to obtain a sought-after profession in a rapidly changing world. Data for the analysis were obtained from Form No. VPO-1, which contains information on organizations providing educational activities in higher education programs. Specifically, this applies to undergraduate, specialist, and master's degree programs for 2021. Information is available on the official website of the Ministry of Science and Higher Education.

Find out more:

• Russians trust female teachers more
• Should we talk to teenagers about gender inequality?
• Coursera has published a report on women's education