The hidden curriculum: gender, bias and banter in first-year engineering education

Through in-depth interviews with twelve first-year engineering students and one lecturer across three English universities, this research delves into the subtle but persistent challenges within engineering programmes. The analysis of all references to gender uncovers an intriguing dynamic: they frequently encountered elements of ‘engineering culture’, characterised by banter and playful conversations. Although these students were generally treated with respect, such interactions reveal underlying cultural barriers that may influence women’s long-term commitment to the field. This study sheds light on the societal consequences of neglecting these gendered dynamics, particularly in the context of a post-pandemic world where the engineering sector is poised for transformation. By addressing these cultural hurdles, the field has an opportunity to create more inclusive environments that fully leverage the potential of a diverse workforce, ensuring engineering evolves to meet the challenges of tomorrow with innovation and equity.