This study aims to shed light on the unique experiences of female engineering students in many disciplines, including Civil, Mechanical, Electrical, Electronics and Communication, and Sanitary Engineering. A carefully crafted survey is used as the main tool to clarify the complex web of these students’ academic experiences, reasons for choosing engineering, and the difficulties they face. The study examines occurrences of gender bias and discrimination in academic settings, investigating their influence on participants’ experiences. Furthermore, an analysis is conducted to determine any connections between academic difficulties and gender imbalances in particular engineering programs.
Moreover, the study investigates the coping strategies utilized by female engineering students to deal with academic stress. An analysis is conducted on support systems, such as academic, peer, and mentorship networks, to see how effective they are in helping individuals overcome difficulties. The paper also examines strategies for promoting inclusion and improving the overall experience of female engineering students at academic institutions. Finally, participants articulate their ambitions and forthcoming strategies within the engineering domain, offering essential perspectives that enhance comprehension of the distinctive challenges encountered by women pursuing careers in engineering. The objective of this research is to provide information that may be used to develop policies and practices that improve the inclusion and academic achievement of female engineering students.

DOI: https://doi.org/10.61646/IJCRAS.vol.3.issue1.68