Introduction

In the field of engineering, it has been observed that the population of women is less
compared to the population of men. Despite the possible careers and countless opportunities that
awaits a graduate of an engineering course, women in the field of engineering is still underrepresented. This phenomena is not only present in the universities all over the Philippines but it
has been also observed in other foreign countries. It is an undisputable fact that the science and
discipline concerning engineering is one of the most difficult disciplines because it requires
intellectual and technical skills and capabilities. All engineering courses require five or more
years of rigorous studies and with the current state of our economy a lot of people find it difficult
and impractical to enroll on such courses. With this fact, women would less likely enroll in an
engineering course specifically mechanical engineering because the society has set up specific
standards and norms.

Rationale
We conducted this research focusing on the number of population of women enrolled in
Mechanical Engineering because of the following reasons: to some, women are seen as incapable
of doing mens duties, men in general are more dominant when it comes to math-related
disciplines, and to know the perceptions of any individual with regards to the participation of
women in any engineering field. The presence of role models, and especially female role models,
has also been emphasized as a means of increasing womens numbers in engineering. Thus,
generally speaking, it is said that hopeful women engineers will remain largely discriminated
against and have inadequate resources at improving their outlook unless substantial social
changes are made.

Statement of the Problem

This study will investigate the perceptions of selected non-ME students on the low number
of female enrollees in Mechanical Engineering.
1.What is the demographic profile of these selected non-ME students?
2.What are the perceptions of these selected non-ME students on the low number of
female enrollees in Mechanical Engineering.
3.What/Who are the sources of these perceptions?

Review of Related Literature

It is not a common phenomenon to see a minority of women taking up engineering
programs. It is undoubtedly a fact that man dominates the entirety of this field of science. This
study identifies a number of barriers for women to persist in engineering and science. This would
be the core of our groups discussion, to determine and ascertain the different factors or reasons
behind the minute population of women participating in Mechanical Engineering course.
Since engineering is known to be a male dominant field to engage in, women might find it
uncomfortable or even intimidating for them. Farrel (2002) examined that The Society of Women
engineers and other groups and colleges find ways on how to address the problem like having an
all-girls engineering camps, female engineer talks and visits, scholarships and mentorship
programs. However, despite all the strategies and plans being made, there is still no significant
increase in the population of women in undergraduate engineering programs.
According to Hartman, et al. (2007), students perceived many issues that serve as
problematic for women pursuing careers in Science, Engineering and Mathematics,
including conflicts between career and family, the length of preparation required,
the perception of women in these fields as unfeminine, lack of confidence that they
can handle the work, and lack of social encouragement to pursue these fields.

The absence of women from STEM education and careers affects more than the women.We
find it a missed opportunity for those fields which is also supported by Donna Milgram
(2011). Women bring a different perspective that shaped and influenced STEM disciplines.
Having more women in the picture will not only help women themselves, it will also help society
benefit from their expertise.
Morganson, Valerie J. (2010) reported that enrollment of women in science, technology,
engineering, and mathematics (STEM) majors is disproportionately small and declining. This
study examines social coping to explain the gender gap. Women undergraduates reported using
significantly more social coping than did men. Multiple regression analysis revealed that social
coping was a stronger predictor of commitment to major for women than for men. Social coping
negatively predicted intent to turn over, or withdraw from, their major for women, but not for
men. Unexpectedly, social coping negatively predicted academic course grade for men but not
for women. Results suggest that women benefit more from social coping than do men.

Freshmen and freshwomen in engineering are surprised at the high level of mathematical
content and they find math courses especially very difficult. But a striking finding in this context
is that women students in particular often assume that everybody is better than they are, and that
they are not good enough, even though their achievements are at least average. Their selfconception of their own professional abilities influences the tendency to drop out much more
than their professional interests. The loss of academic self-confidence in a competitive
environment was also one of the main reasons for women dropping out or switching in two US
studies in a research article by Brainard, et al. (2001).
Another evidence presented by Jagacinski (2013), women engineering students in the United
States typically have lower competence perceptions than their male classmates. According
to achievement

goal theory,

low competence

perceptionsare

associated

with

avoidance achievement goals which involve a preoccupation with avoiding failure rather than a
focus on approaching success. The current study was conducted to see if women in a freshmen
engineering course would rate their competence lower than their male classmates and if they
would be more likely to adopt avoidance achievement goals. Further, would lower competence
perceptions (i.e., perceived ability, self-efficacy) and avoidance goals have negative effects on
grades and interest in the freshman engineering course.
In summary, we observed that researchers came up with their own findings and some of
them have commonalities in their observations. Researchers Jagacinski (2013) and Hartman, et
al. (2007) addressed the barriers of women enrolling in engineering and related science courses
to excel characterized by their self incapabilities and the impact on them of the people in their
surroundings. Further work by Donna Milgram (2011) supported the importance of women in
the development of the community and the effect of their outlook in engineering courses
regarding the negative perception of others on women.

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Good day! We are conducting a survey for our research paper regarding the low percentage
enrollment of women in Mechanical Engineering. Through this survey, you will greatly
contribute in the success of our research. We thank you very much for your time and patience.
Directions: Please answer the following questions and indicate your agreement or disagreement
with each of the statements by placing a check mark beside your answer.
1. Who are the individuals that influenced you towards choosing your course?
__ Peers

__ Self-interest

__ Parents

__ Relatives

Others(specify):___________

2. Did you choose the course you have been enrolled?

__ Yes

__ No

3. Do you have an idea what Mechanical Engineering is all about?

__ Yes

__ None

4. Do you think Mechanical Engineering is a program intended only for men?

__ Yes

__ No

5. Does the ratio of the population between men and women enrolled in Mechanical Engineering
affects a womans decision towards enrolling the course?
__ Yes

__ No

6. Do you consider Mechanical Engineering as a dirty job?

__ Yes

__ No

7. Do you believe that men have the characteristics that women dont have which make them
dominate over women?
__ Yes

__ No

8. If your answer in the previous question is no, proceed to the next item; if yes, give some.

9. Do you consider yourself competitive in both physical and mental activities?

__ Yes

__ No

10. Give your reason/s why you took/didnt take up the course Mechanical Engineering.

Demographic Data:
Name (Optional):
Course & Year:
Age:
Gender: