The disparity in number between male and female engineering students in Ghana has been well studied, revealing that female engineering students constitute 10% - 30% of all engineering students in most college-level institutions in Ghana. Studies have also revealed an increasing migration of college graduates in Africa to the diaspora with the dream of more successful life prospects. These studies, however, fail to capture the career opportunities and challenges of female Ghanaian engineering students who obtained engineering degrees both from Ghana and the US and how differing educational settings and cultural factors may have impacted their career paths and success. This research paper seeks to investigate the factors involved in career integration of Ghanaian women in engineering living in the USA. The study seeks to explore their preparedness for transitioning into the job market after their engineering education in both the US and Ghana, success in their work environment and overall personal satisfaction.
Qualitative interviews were conducted among ten female engineering students currently pursuing advanced engineering degrees in various college-level institutions in Ghana, as well as graduates of engineering programs.
The study reveals distinct factors affecting the career integration of African women in engineering based on their educational backgrounds in Ghana and the USA. While gender representation is generally similar across both settings, the experiences of these women differ due to variations in pedagogical and curriculum structures, and the availability of mentorship and support systems. Institutional resources also play a pivotal role, as graduates from well-resourced universities generally have greater access to career-enhancing opportunities. Additionally, although many women migrate to the diaspora seeking better prospects, restrictive immigration policies can significantly impact their career advancement by limiting access to employment and professional development opportunities.
Insights derived from this study could inform educators on innovative pedagogical strategies and curriculum developments aimed at fostering better academic integration and career equitability and inspiring a more diverse and resilient workforce globally.

Authored by
Ms. Gloria Appiah Nsiah (Arizona State University)

While women perform at parity with men in high school mathematics and science courses, they remain underrepresented in engineering fields, particularly in electrical engineering. This disparity suggests that factors beyond academic preparation contribute to the gender gap in engineering. To address these challenges, early and sustained intervention is critical. This paper explores strategies to encourage women to pursue and persist in engineering education, with a focus on middle and high school outreach programs that align with the mission of the American Society of Engineering Education (ASEE) Women in Engineering Division (WIED) to increase participation and retention of women in STEM.

We present two initiatives aimed at engaging young women in engineering: the Young Engineers Club and the Women Empowered by Engineering (WEBE) initiative. Both programs use hands-on, inquiry-based learning to inspire female middle and high school students. The Young Engineers Club encourages participants to explore engineering through creative projects and problem-solving activities, while the WEBE initiative offers additional mentoring and exposure to engineering careers by emphasizing the societal impact of engineering fields such as health, communication, and sustainability. Both initiatives are supported by female engineering students and professionals, who act as role models and mentors, addressing key barriers such as lack of visibility and societal stereotypes.

Evaluation of both programs is based on participant journaling and project-based assessments, which track problem-solving skills and growth in STEM interest. These programs also link participants to further opportunities through residential summer camps and other outreach efforts, contributing to long-term retention in STEM fields. This paper highlights the effectiveness of early outreach, mentorship, and the creation of gender-inclusive learning environments in attracting more women to engineering and sustaining their engagement throughout their educational journeys.

This study contributes to the conversation on transformative approaches for improving recruitment and retention of women in engineering education, demonstrating how targeted initiatives at an early age can help bridge the gender gap and empower young women to pursue fulfilling careers in engineering.

Authored by
Prof. Abas Sabouni (Wilkes University) and Mahsa Khamechi (Wilkes University)