World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 360-369
Yaoxuan Wang
Geography teacher, Pingmei Senior High School,Pingzhuang Town,
Yuanbao District,Chifeng City ,Inner Mongolia, China
Abstract
This descriptive quantitative study aimed to explore the gender-related experiences of engineering students in Guillin, Guanxi Province. The participants in this study were the selected 754 students from Guilin University of Electronic Technology, 756 from Guilin University of Technology and 742 students from Guilin Institute of Aerospace Technology.
Based on the findings, it is well acknowledged that structural, cultural and personal experiences play a significant role in determining how gender is experienced in engineering education. Moreover, in terms of the enrollment and retention of students in engineering programs, everyone seems to agree that more has to be done to promote gender diversity when applying for these programs. Another area where gender-related experiences vary is in academic success. It is widely accepted that although there are no innate disparities in ability, performance outcomes are greatly impacted by outside variables including mentorship, support networks, and inclusive teaching methods. It was recommended that the schools may adopt and strictly implement regulations that advance gender parity in engineering education. This includes clear reporting procedures for gender-based challenges, equitable access to resources, and anti-discrimination laws.
Keywords: Gender, gender-related experiences, gender equality
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