2026 ASEE Annual Conference & Exposition

The persistent issue of gender bias and the glass ceiling in engineering reflects deep-rooted historical, structural, and cultural barriers that continue to hinder women’s full participation and advancement in the field. Historically, engineering has been shaped by patriarchal norms that excluded women from education and practice, reinforcing stereotypes about their “unsuitability” for technical work (Bix, 2004; Secules, 2017). Despite gradual progress and advocacy, women remain significantly underrepresented in engineering, particularly in disciplines requiring high mathematical proficiency. This imbalance limits innovation, diversity of thought, and sustainable development outcomes (Beeler et al., 2019; Martir, 2022).Drawing from literature synthesis (Verdín et al., 2018; Wilson & VanAntwerp, 2021), this paper explores the multifaceted dimensions of the glass ceiling through historical analysis, theoretical frameworks of belongingness, social identity, and self-determination, and an examination of contemporary challenges shaping women’s experiences in engineering. It highlights the tangible impacts of structural and cultural barriers on women’s sense of belonging, career goals, and retention within engineering education and practice. Furthermore, the paper underscores the global and intersectional nature of these issues, particularly within African contexts, where gender disparities in engineering are compounded by sociocultural norms and limited institutional support.

Keywords: Gender bias, glass ceiling, women in engineering, belongingness,

References
Babic, A., & Hansez, I. (2021). The glass ceiling for women managers: Antecedents and consequences for work-family interface and well-being at work. Frontiers in Psychology, 12(618250), 1–16. https://doi.org/10.3389/fpsyg.2021.618250
Beeler, S., Clark, M., & Jones, S. (2019). The gender gap in STEM fields: Economic and social implications. Springer.
Bix, A. S. (2004). Girls coming to tech!: A history of American engineering education for women. MIT Press.
Martir, K. (2022). Women in STEM: Barriers, challenges, and opportunities. Science and Education Review, 6(2), 73–89.
Secules, S. (2017). Who does engineering belong to? The making of a cultural consensus. Engineering Studies, 9(1), 24–44. https://doi.org/10.1080/19378629.2017.1280511
Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2018). Understanding how first-generation college students’ experiences in engineering influence their academic and career choices. Proceedings of the 2018 ASEE Annual Conference & Exposition. American Society for Engineering Education.
Wilson, R., & VanAntwerp, J. (2021). Examining gender disparities in engineering education: A review through belongingness and social identity lenses. Journal of Engineering Education Research, 15(2), 45–62.