Gender inequities in technology education are reported as persistent and global, reflected in the ongoing gender disparities in technology learning areas. Despite curriculum reforms aimed at inclusivity, gender inequities continue, resulting in gender gaps in the global labour market and, consequently, talent lost within related industries. Technology education is vital for preparing young people for careers in these areas and addressing the global challenges faced by society currently and in the future. Gender inequities are often perpetuated by gender bias; this review aims to synthesise the existing literature on the influence of gender bias on student engagement and participation in technology education, identifying gaps in current research and offering directions for future study. Following PRISMA guidelines, three international databases were searched, and key journals not indexed in these databases were manually searched, resulting in 270 eligible articles. After being screened by two researchers, 33 studies were included in the review. These studies, spanning from 1988 to 2023, represent research from 18 countries, highlighting the global nature of the issue. This review reports on the mechanisms of gender bias, including the influence of parents, teachers, peers, curriculum and school environments and the impact of gender bias on participation in and engagement with secondary technology education. The way gender is conceptualised in the literature is discussed. The review highlights the significant role of implicit biases, often subtle and nonverbal, that influence student participation and engagement in technology education, highlighting the need for greater awareness and systemic change to disrupt cycles of bias.
Zanchi et al. (2026) studied this question.