Dissertation
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- Gender of student respondents
Students demographicsTable 4.2 presents the respondents’ profile, focusing on students. The data is broken down by gender, age, education.
Table 4.2 Respondents’ profile – Students Gender Age
Gender of student respondentsThe focus of this research is on bridging the digital skills divide with disruptive technologies in engineering, specifically within the context of mechanical engineering education in Ghanaian technical universities. Examining the gender distribution among students is an essential aspect of the study because it can shed light on the inclusiveness and diversity of the engineering education sector. According to the findings, the majority of pupils are male (74.2%), while only 25.8% are female. The statement of research results emphasises the significance of comprehending the gender distribution of engineering students in order to comprehend the inclusiveness and diversity of the provided education. Historically, engineering disciplines have been dominated by men (e.g., Cheryan et al., 2017). Thus, the results are generally in line with expectations. Prior research (e.g., Cheryan et al., 2017) has demonstrated the importance of addressing gender imbalances in STEM disciplines to foster a more diverse and inclusive workforce. A surprising result could be the relatively low percentage of female enrolees (26.6%). This result may indicate that there is still a significant gender disparity in mechanical engineering education at Ghanaian technical universities. Various factors, such as societal expectations, stereotypes, and a lack of role models, may contribute to the underrepresentation of women in engineering education (e.g. Cheryan et al., 2017). Such factors may include cultural beliefs about gender roles, limited exposure to female engineers, and admissions process biases. According to the findings of this study, technical universities in Ghana have a significant gender disparity among mechanical engineering students. This disparity may have an effect on the diversity of perspectives, experiences, and ideas within the engineering profession, thereby reducing the capacity for innovation and problem-solving. Previous research (e.g., Cheryan et al., 2017) supports the notion that gender diversity in STEM disciplines has a positive effect on innovation, collaboration, and economic growth. Conclusions drawn from the research indicate that there is a significant gender disparity among mechanical engineering students at Ghanaian technical universities. Future research could investigate the contributing factors to this gender disparity and identify effective strategies for promoting gender equality in engineering education. In addition, examining the impact of gender diversity on educational outcomes and the engineering profession could yield insightful information. Understanding the factors contributing to the gender gap and identifying effective strategies to address it will contribute to the development of a more diverse and inclusive mechanical engineering workforce in Ghana, which will ultimately benefit the engineering profession and society. Download 2.1 Mb. Share with your friends:
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