Exploring The Engineering Identity of Female Students in the Selection of Engineering Careers in Higher Education

Abstract

Women remain underrepresented in engineering—particularly in civil engineering—despite increased enrolment in higher education. This study examines how an engineering identity lens can inform fairer, more effective pre-admission decisions for female applicants. Framing identity through the Godwin/Hazari model—Interest, Recognition, and Performance/Competence (IRP)—and situating learning experiences within Holland’s RIASEC typology (with emphasis on Realistic–Investigative–Conventional, R-I-C), we conducted semi-structured interviews with seven industry and academic experts and applied thematic analysis. Experts affirmed the relevance of R-I-C for engineering task environments and refined these dimensions into five operational attributes suitable for screening candidates who may lack prior project experience: (1) Hands-On Technical Orientation, (2) Analytical & Evidence-Based Reasoning, (3) Standards, Codes & Documentation Discipline, (4) Engineer Self-Concept & Recognition Exchange, and (5) Societal & Sustainable Impact Orientation. These attributes explicitly link typical engineering activities to identity mechanisms that are especially salient for women in male-dominated settings—building early mastery and efficacy (R, I), making professionalism auditable (C), strengthening inclusion via proximal recognition (Self-Concept/Recognition), and aligning purpose with practice (Societal/Sustainable Impact). These propose an identity-informed, diagnostic (not exclusionary) pre-admission instrument based on the five attributes, coupled with structured mentoring and short bridge modules aligned to R-I-C. This integrated approach offers HEIs a practical pathway to surface genuine interest, readiness to learn, and support needs at entry, thereby improving retention and the longer-term representation of women in civil engineering. The study contributes a theory-grounded, practice-ready framework that operationalises engineering identity for selection and early support in higher education.