Unveiling female students' experiences in engineering disciplines at a technical and vocational education and training (TVET) college.

Abstract

The engineering profession plays a crucial role in the economic and industrial development of South Africa. However, the country faces a critical shortage of engineers, exacerbated by the persistent underrepresentation of women in engineering disciplines. Technical and Vocational Education and Training (TVET) colleges have been identified as vital to addressing these gaps by equipping students with the skills needed for the workforce. The purpose of this study was to explore and unveil female students' experiences in engineering disciplines at a technical and vocational education and training college. In constructing a suitable framework for this study, Schlossberg’s (1981) Transition Theory and Tinto’s (1987) Theory of Student Departure were used.Using a qualitative methodology, the study investigated barriers to female enrolment and retention, including cultural biases, lack of female role models, and systemic inequities. The findings highlight institutional practices that hinder gender inclusivity and explore the resilience of female students in navigating these challenges. The study also provides actionable recommendations to improve gender representation in engineering, such as enhancing pedagogical approaches, implementing targeted support programmes, and fostering an inclusive learning environment. The insights gained contribute to the broader discourse on gender equity in STEM fields and align with the objectives of the National Development Plan to cultivate a more diverse and skilled workforce. • Engineering Profession - A career field that involves the application of scientific principles to design, innovate, and maintain infrastructure and technology essential for societal development.• STEM Fields - Disciplines encompassing science, technology, engineering, and mathematics, critical for economic innovation and industrial growth. • TVET Colleges - Institutions providing technical and vocational education to equip students with practical skills for employment in various sectors, including engineering. • Retention Challenges - Factors contributing to female students leaving engineering programmes, including workplace discrimination, lack of mentorship, and institutional biases. • Pedagogical Approaches - Teaching methods and strategies employed to improve female student experiences and outcomes in engineering disciplines.