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Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 7 (2025)

From Imbalance to Inclusion: A Quantitative Study on Gender Participation Trends in Engineering and Architecture Education (AY 2020–2025)

Chrisjay S. Torres | Peter G. Narsico

Discipline: Education

 

Abstract:

Gender disparity remains a persistent issue in science, technology, engineering, and mathematics (STEM) education, particularly within engineer-ing and architecture programs. While national and institutional initiatives have promoted inclusivity, localized assessments are essential to deter-mine whether these efforts translate into sustained enrolment equity. This study employed a quantitative descriptive-comparative design, drawing on institutional freshman enrolment data from Academic Year (AY) 2020–2021 to AY 2024–2025. A total of 10,052 enrolment records were ana-lyzed across multiple programs, disaggregated by gender. Descriptive statistics, visual trend analysis, and a chi-square test for trend were applied to assess gender participation over time. Findings revealed fluctuating patterns of female enrolment, with a notable increase in AY 2021–2022 (+52.1%) followed by modest growth and stabilization. While some pro-grams (e.g., Architecture, Chemical Engineering) approached gender bal-ance, others (e.g., Electrical and Mechanical Engineering) remained strongly male-dominated. The chi-square test indicated no statistically significant linear trend in female participation across years, χ²(1, N = 10,052) = 1.68, p = .196. Although there are signs of progress in selected programs, the lack of a significant trend suggests that institutional efforts toward gender inclusion have not yet resulted in consistent, system-wide change. The study highlights the need for program-specific interventions, continuous monitoring, and intentional policy implementation to address persistent enrolment disparities in STEM fields.



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