Examining the Causes of Underrepresentation of Women in Engineering Courses in Iligan City and Cagayan de Oro City Higher Education Institutions: Basis for GAD Action Plan

This study investigates the persistent underrepresentation of women in engineering programs within CHED Region 10, revealing a complex interplay of societal, cultural, and institutional barriers. Findings underscore how deeply entrenched gender stereotypes, institutional biases, and intersecting factors such as socio-economic status, geographic location, and ethno-linguistic diversity cumulatively deter women’s participation and persistence in engineering education. The absence of female role models, gender-insensitive pedagogy, and limited implementation of Gender and Development (GAD) initiatives further reinforce a sense of exclusion among female students. Institutional culture emerged as a critical factor, either perpetuating or challenging gender inequities. Academic environments often reflect subtle but persistent gender stereotyping through classroom dynamics, peer interactions, and faculty expectations. The study validates international research indicating that cultural perceptions of engineering as a male domain, combined with inadequate gender-responsive policies, significantly influence enrollment and retention outcomes (UNESCO, 2021; Blickenstaff, 2005). Drawing on intersectional and feminist frameworks, the study highlights the necessity for localized, context-specific interventions. It echoes calls by Silor (2024) and other scholars for capacity-building initiatives, gender-responsive leadership, and pedagogical reforms. The findings support embedding GAD frameworks in institutional structures, curriculum, and mentorship programs to foster inclusivity. Recommendations include the institutionalization of GAD action plans tailored to regional needs, regular policy monitoring, and faculty development. Future research should examine the long-term impacts of these interventions, particularly in rural and underserved communities. Moreover, integrating queer and non-binary perspectives can broaden the scope of gender inclusivity efforts in STEM. Ultimately, transforming institutional cultures and dismantling structural barriers are essential to advancing gender equity in engineering education and achieving SDG 4 (Quality Education) and SDG 5 (Gender Equality).