2025 ASEE Annual Conference & Exposition

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.