The influence of perceived teacher and peer supports and barriers in female Spanish engineering undergraduates through their own voices

Abstract

The goal of the study was to analyze the influence of perceived teacher/peer supports and barriers on career development in female engineering undergraduates based on Social Cognitive Career Theory. Thirteen students studying various engineering degrees participated. The results of a qualitative methodology, life stories, and focus groups, showed that the students perceived more teacher and peer supports than barriers from primary school to university. Students' perceptions of teacher support increased due to the climate they promoted in the classrooms, and the delivery of challenging lessons, mainly in subjects such as mathematics, technology, and computing. Peer influence became stronger at university, and was one of the most important factors in students achieving their goals. The main barriers they perceived were being discouraged from choosing Science, Technology, Engineering, and Math‐Information Technology, Electrical Engineering (STEM‐ITEE), feeling isolated when beginning ITEE courses, and negative comments.