2026 ASEE Annual Conference & Exposition

Gender differences influence many aspects of daily life, including how individuals learn, communicate, and engage in academic settings. Within education, these differences often shape how students perceive their learning environments, interact with peers and instructors, and build confidence in their abilities. Prior research has documented distinct gendered patterns across STEM disciplines. Aguillon et al. found that male students were more likely to dominate discussions in active-learning settings, while female students participated less frequently despite equal ability and preparation [1]. Tatar observed that female secondary students placed greater value on supportive and relational teaching, highlighting the importance of social connection in women's academic experiences [2].
In higher education STEM contexts, these patterns persist. Li et al. demonstrated that women in introductory physics courses reported lower confidence and belonging than men, even when their academic performance was comparable [3]. Ashong and Commander found that women in online courses responded more positively to collaborative and interactive learning environments, emphasizing peer support and instructor recognition [4]. While these studies provide valuable insights into physics and general STEM contexts, engineering education presents unique challenges—including its particularly masculine culture, project-based teamwork structures, and historically low female representation—that may amplify or modify these gendered patterns.
The present study examines how gender shapes students' experiences within an undergraduate engineering program through semi-structured interviews with forty participants (twenty male, twenty female) recruited through purposive sampling. The interviews will explore four key dimensions: classroom participation patterns, quality of faculty and peer interactions, sense of belonging, and academic self-confidence. Using thematic analysis, this research will identify whether and how gendered patterns manifest specifically within engineering education contexts. By examining engineering's unique pedagogical and cultural features, this study aims to extend current understanding beyond general STEM findings and identify context-specific factors that influence gendered experiences in engineering programs.