Academic outcomes in technical degrees: a gender-based analysis

Although women represent around 60% of Spanish university students, their participation in STEM degrees remains low, and they often achieve lower grades than expected based on their entry grades. This study analysed enrolment patterns and academic performance in five engineering degrees at a higher education institution (01/09/11 to 30/06/22), focusing on gender disparities. Results show that women generally enter with higher entry grades, but their final academic performance varies depending on the degree programme, with no consistent pattern of advantage across disciplines. Persistent gender stereotypes, scarcity of female role models, implicit biases and predominantly male academic environments have been identified in previous literature as factors that may influence women’s choices and academic trajectories in STEM fields. The findings suggest that increasing female participation in STEM requires more than recruitment efforts. Mentoring programmes, inclusive pedagogical strategies and reshaping societal perceptions of engineering could help reduce gender gaps and foster more equitable learning environments.