Abstract

The main objective of this research study was to explore the academic experiences that favor or hinder women’s permanence and academic progression in engineering careers. Data is gathered by applying a qualitative and exploratory-descriptive methodology. The study was conducted at 3 universities and 103 individuals from the academic community were surveyed through interviews and discussion groups to identify relevant thematic nuclei. The results showed that one of the obstacles that women must overcome was gender stereotype inside and outside the classroom. The facilitators for academic progression included female references and peer support. It is concluded that obstacles such as academic interaction with peers and faculty may limit women’s permanence in their careers, which highlights the importance of implementing institutional mechanisms to help women overcome barriers.