Scholarlink

<p>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.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月6日

查看全文
  • Sofia Velasquez Salas,
  • Alejandro Valencia-Arias,
  • Geraldine García Pineda,
  • Vanessa Garcia-Pineda,
  • Francisco Eugenio López Giraldo

摘要

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.