Gender Differences in the Development of Undergraduate Students' Engineering Identities in the Chinese Context: A Pilot Study

This pilot study explores factors influencing male and female engineering undergraduate students' development of engineering identities in a Chinese institution of higher education. Through life story interviews, this study finds that male students' engineering identities are more prominently shaped by pre-college experiences, market demands, and interests in engineering, whereas female students' development of engineering identities is more influenced by academic performance in major courses, perceptions of match between engineering and personal characteristics, and academic support from significant others. We argue that the observed differences stem from entrenched gender stereotypes and norms within the Chinese context, which shape male and female students' cognitive frameworks, life experiences, and educational engagement in distinct ways. Acknowledging and addressing these differences is crucial for developing inclusive educational practices.