Gender inequality in higher education of engineering studies in Bangladesh

Abstract

Evidence demonstrates that women in Bangladesh are underrepresented both in engineering education and relevant career domains. Through semi-structured interviews with fifteen female undergraduates, ten female university teachers, and five women in non-teaching engineering roles, the study delves comprehensively into women's experiences in engineering study and relevant careers. It contends that structural impediments predominantly hinder women's engagement in engineering due to the reinforcement of gender norms and stereotypes. However, the study emphasizes individual agency as a counterforce enabling women to surmount these challenges and excel in the field. The intricate interplay between structural factors and individual agency is illuminated, illustrating how socio-cultural barriers, lack of job opportunities, safety concerns, and gender biases can limit women's choices, often channeling them towards teaching rather than non-teaching engineering roles. To address this, the study proposes multi-dimensional interventions operating at individual, familial, societal, and institutional levels. By bolstering self-interest, raising awareness, particularly among parents, increasing female representation among educators, and ensuring job opportunities and security for women, the study advocates a holistic approach to foster women's participation in engineering studies. In summary, this research offers recommendations to bridge the gender gap in engineering education by navigating the interwoven dynamics of structural constraints and individual empowerment, envisioning a more inclusive landscape for women in Bangladesh's engineering sector.