Abstract:

This study analyzes engineering students’ perceptions, attitudes and experiences related to gender equality, with the aim of examining the influence of gender, degree, course level and previous exposure to training. The research was conducted at the School of Engineering of the Universidade da Coruña and involved 48 students enrolled in second- and third-year courses of Mechanical Engineering and Industrial Technologies Engineering. While second-year students participated in gender-equality training for the first time, third-year students had already received similar training during the previous academic year, enabling the examination of potential cumulative effects.

Data were collected through an anonymous online survey that included items on conceptual knowledge (feminism, machismo, microaggressions), self-perception, perceived equality in the classroom and in society, personal experiences related to gender, identification of microaggressions, sense of safety in public spaces, and attitudes toward receiving equality training. The questionnaire also incorporated demographic variables and open-ended responses.

The results show significant differences based on gender. Women are much more likely to identify as feminists, place greater importance on microaggressions, and report a greater sense of fear in certain situations. They also unanimously express a need for gender equality training. Differences are also observed according to academic year: third-year students, with prior training, report a greater perception of social equality and exhibit distinct patterns regarding personal safety. Regarding degree program, Mechanical Engineering students demonstrate greater self-efficacy in identifying microaggressions and a lower perception of insecurity at night than Industrial Technology Engineering students.

These findings highlight the relevance of integrating gender-equality training into engineering curricula and underscore the importance of adapting interventions to student characteristics. The study suggests that prior exposure to equality-focused activities may contribute to greater awareness and conceptual understanding, while gender and degree-specific patterns offer valuable insights for tailoring future training strategies. Overall, the results support the incorporation of gender mainstreaming as a transversal competence in STEM education and reinforce the role of universities as agents of social transformation.

Keywords:

Gender equality, Engineering education, Students’ perceptions, Microaggressions, STEM gender training.