Factors influencing women’s participation in STEM: A qualitative analysis

The persistent gender gap in Science, Technology, Engineering, and Mathematics (STEM) continues to limit women’s full participation, particularly in engineering. Consequently, this study explored the experiences, motivations, and challenges faced by female engineering students and graduates in Colombia. A focus group was conducted with eight participants using a qualitative approach to examine the factors influencing women’s engagement in engineering. Variables considered included age, domestic roles, socioeconomic status, academic performance, and perceptions of gender stereotypes. Most participants were single, identified as daughters within their households, and held varying degrees of economic responsibility. Their motivation to pursue engineering careers was driven by personal growth, job prospects, and encouragement from close family members—especially male figures such as fathers and brothers. The study also highlighted the positive influence of academic and personal role models, as well as the importance of emotional and spiritual support. Despite challenges related to time management, academic demands, and underrepresentation, participants expressed satisfaction with their career choice. They also underscored the need for mentors who support both academic achievement and work–life balance. The findings point to the urgent need to foster inclusive academic environments, increase the visibility of female role models, and reinforce institutional strategies to retain and support women in STEM.