“Gender Stereotyping and Its Effect to the Career Development of a Female

Engineer”

A Research Paper Presented to the Senior High School Department of

Carlos F. Gonzales High School

In Partial Fulfillment of the Requirements of Inquiries, Investigations, and Immersion

Submitted to:

Ms. Cherilyn Robles

Submitted by:

De Guzman, Chestea Mia Izabelle, B.

Luna, Lance, B.

Payumo, Darwin, M.

Santos, Justine Kennedy, P.

Soriano, Emelito Jr., V

STEM
April 2022

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 TABLE OF CONTENTS

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

I. CHAPTER I: THE PROBLEM AND ITS SETTING

Introduction……………………………………………………….…………….…11

Statement of the Problem…………………………………………….……………13

Significance of the Study…………………………………….……….……………14

Scope and Delimitation……………………………………………………………15

II. CHAPTER II: REVIEW OF RELATED LITERATURE

Gender Stereotyping………………………………………………………….…16

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 Gender Stereotyping seen in the field of Science, Technology, Engineering, and

Mathematics (STEM)………………………………………………….………18

Career Development……………………………………...……………………22

Past Research Methodologies and Chosen Participants………………………..24

Gender Stereotyping affecting the Career development of a Female Engineer..26

Significance…………………………………………………………………….29

Knowledge gap…………………………………………………………………34

Theoretical Framework…………………………………………………………36

Conceptual Framework…………………………………………………………38

Definition of Terms………………………….…………………………………38

III. CHAPTER III: RESEARCH METHODOLOGY

Research Design………………………………………………………………41

Participants and Sampling Procedure…………………………………………42

Research Instrument………………………………………..…………………42

Research Procedure…………………………………………...………………43

Data Analysis…………………………………………………………………44

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IV. CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

Percentage distribution of Participants………………………………….……46

Assigned Projects……………………………………………………….……60

Professional Choices…………………………………………………………60

Quantity of Assigned Projects…………………………………………..……61

Measurement of the career development of female engineers accompanied with

experienced gender stereotyping in their work field…………………………61

Transcript…………………………………………………………………….62

V. CHAPTER V: SUMMARY, CONCLUSION, AND RECCOMENDATION

Summary of Findings……………………………………………………….77

Conclusion………………………………………………………………….79

Recommendations…………………………………………………………..80

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REFERENCES………………………………………………………..……..82

APPENDICES

Appendix A:Letter of Consent for Participants (Qualitative Research)…88

Appendix B: Interview Questionnaire (Qualitative Research)…………..90

Appendix C: Data Analysis (Thematic Analysis)……………………….92

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 ABSTRACT

Many women in the field of Science, Technology, Engineering, and Mathematics

aspire to be great at the career that they’re pursuing, but there’s this one barrier that is

often overlooked, Gender Stereotyping. It is a prescriptive belief or expected behavior

from men and women which leads to prejudice, faulty assessments, negative

expectations, and biased consequent decisions. Many gender-related barriers have

declined over the years but gender stereotypes still create problems within the progress

of women’s careers particularly, in the field of engineering. The objective of conducting

this study is to determine whether Gender stereotyping affects the career development of

a female engineer and to address this stereotypical behavior in the field and how it

affects the progression of female engineers. The researchers created closed and

open-ended interview questionnaires for licensed female engineers, which specifically

included personal questions, to collect the necessary data. To collect the qualitative data,

the researchers used Thematic analysis to analyze the data. The study utilized a

qualitative method, specifically a case-study design. The dissemination of the

questionnaires was conducted under the comfortability of the participants. The data

analyzation revealed that Female Engineers measure their career development

accompanied by experienced gender stereotyping in their work field by having complex

experience in the work field. All the factors that are affecting their progression to gain

this complex experience are all evidently gender-biased. Therefore, the researchers

concluded that Gender stereotyping affects the Career Development of Female engineers

considering these factors affecting their career development where gender stereotyping is

evident.

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 ACKNOWLEDGEMENT

This qualitative study took a lot of time and effort from the researchers. It would,

however, not have been possible without the help of many people. The researchers would

like to express their heartfelt gratitude to everyone who helped make this study a success.

To Ms. Cherilyn Robles, their tireless Practical Research II and Inquiries,

Investigations, and Immersion adviser, in particular, for her guidance and constant

supervision, as well as for providing critical and necessary information regarding this

assessment.

To the participants, who lent them time to answer the interview questions.

They also owe a great debt of gratitude to their families for their unwavering support,

encouragement, and cooperation, which enabled the researchers to complete this study.

The researchers deeply appreciate their transparency throughout this research to their

ever-loving friends who have always been there for them through this roller-coaster ride.

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 They would also like to thank the Lord Almighty for all of His unwavering graces

that guided the researchers through the completion of their tasks.

They would like to express their heartfelt gratitude to their co-researchers for the

time and effort they have put in to complete this study. The dedication and sincerity with

which they pursued this assessment were exceptional, and having these people as

research-mates enabled them to take on this task that would not have been possible

otherwise.

Finally, the researchers would like to express their heartfelt appreciation and

sincerity. Thank you to everyone who helped them, directly or indirectly, in gathering

more information and developing this research.

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 DEDICATION

This research was more of a journey than anything else, and it would not have

happened otherwise. Without the researchers' families, friends, research advisers, and

themselves, this would not have been possible. The "Gender Stereotyping and Its Effect

on the Career Development of Female Engineers," researchers dedicate this work to their

family members and research adviser.

All of this would not have been possible without the researchers' families' love and

care. The researchers are grateful to their families for providing them with the resources

they needed to complete and succeed with this research. The researchers express their

appreciation to their families for putting them in a position where success is attainable.

This study is dedicated to the researchers' families.

This research was a struggle and a challenge, but the researchers finished with a lot

of motivation and inspiration. The researchers express gratitude to their friends and

network for their encouragement and support throughout the journey. The researchers

express gratitude to their friends for pushing them to achieve their full potential This

study is dedicated to the researchers' friends.

One people consistently provided direction for every aspect of this research. As a

result, the researchers gained knowledge and expertise for the entire process. The

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researchers express their appreciation and love to their research adviser for guiding them

through the entire process. The researchers appreciate their adviser's constant

contribution to the advancement and improvement of their work. This study is dedicated

to the researchers' research adviser.

Finally, the researchers would like to compliment and pat themselves on the back for

remaining strong and healthy throughout the entire research process. The researchers

congratulate themselves on completing such a difficult task.

Everyone had a long journey ahead of them. The researchers want to thank everyone

who helped make this study a success.

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 CHAPTER I

PROBLEM AND ITS SETTING

Introduction

Sex is usually determined at birth on what genitals you have and it is fixed. Gender

socialization processes begin even before a child is born, as parents prepare for their

child's arrival: do the parents allow the ultrasound technologist to tell them their baby's

sex? Is it true that knowing this information affects how parents think about their unborn

child?

When a child is born, parents comment on, react to, and question the origins of their

child's behaviors—are they related to how they treat their child, or are they related to

their genes or personality? Gender developmental scientists study the origins of

gender-ed behavior and gender-ed thinking. Developmental scientists are interested in

how and why behaviors emerge and change over time. Gender development researchers,

like other developmental researchers, concentrate on (Ruble & Martin, 1998).

Man and woman are the two main types of gender in the society. These two have

different roles and responsibility in order to maintain balance and that is what they called

'social role'. According to American Psychological Association (APA), it is attitude and

characteristic behaviors expected of an individual to perform a particular function. With

this concept, gender stereotype became its fruit. Society labels the men as strong while

women are weak, men should be the breadwinner and women should do house chores

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and raise children. A universal belief about the behavior and roles performed by a man or

woman, it is originated from local culture and traditions. This has two types which are

descriptive and prescriptive. Descriptive gender stereotype caged what men and women

are like. Gender stereotypes include descriptive components, or beliefs about how men

and women typically act, as well as prescriptive components, or beliefs about how men

and women should act. Women, for example, are expected to be nurturing and avoid

dominance, whereas men are expected to be agentic and avoid weakness. It is unclear,

however, whether people have prescriptive gender stereotypes about children of different

ages. Furthermore, no research has been conducted on prescriptive gender stereotypes for

the elderly (Koenig AM, 2018). While in prescriptive gender stereotype tells the men and

women on what should be. Positive and negative prescriptive stereotypes exist: (a)

positive prescriptive stereotypes designate desirable behaviors that one sex is encouraged

to exhibit more than the other, and (b) negative prescriptive stereotypes designate

undesirable behaviors that one sex should avoid more than the other. These proscriptive

stereotypes frequently involve characteristics that are undesirable in either sex but are

permissible in one while prohibited in the other (Koenig AM, 2018).

Women is a subject to gender stereotyping in different ways we can imagine. The

researchers are going to specify the problem in the field of Science, Technology,

Engineering, and Mathematics. These fields are popularly known as a male dominated

industry, identified as a pro-male, using the Implicit Relational Assessment Procedure

(IRAP), (Katoe Fleming et al., 2020). As seen in the result of the assessment, it is

concluded that there are wide numbers of male students who are aiming to be in the

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different field the STEM occupies, likely the women are outnumbered because of this.

Still, having a small amount of female aspiring professionals, this does not mean that

they are not exposed to any problem that affects their projects.

There are factors that affects the inhibits entry of women’s entry to engineering such

as the culture of engineering departments, and negative stereotypes of women's

engineering and mathematical ability, (Brett Jones et al., 2013). This problem can

decrease academic productivity, performance, project development and career

development. Women do not experience this kind of behaviors among their peers in their

workplace, but also even before they become professionals. Having this kind of

atmosphere inside their space of work, it is known to be a factor wherein they tend to do

less of their performance than what they can do. Emphasizing stereotyping in the field of

engineering will help to fully understand how more does this problem affects the women

in this specific profession they are in.

In this study, the researchers aims to identify whether there is a significant effect of

gender stereotype in their chosen field, the engineering industry. Emphasizing how this

problem affects the growth of their career, being a female engineer.

Statement of the Problem

This study will determine the effects of Gender Stereotyping to the development of a

Female Engineer.

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Specifically, this aims to answer the following questions:

1. How may gender stereotyping will affect the development of a female Engineer?

1.1 Assigning of Projects

1.2 Professional Choices

1.3 Quantity of Assigned Projects

2. How does the career development of female engineers is measured accompanied by

experienced gender stereotyping in their work field?

Significance of the study

Future Researchers

This study will serve as a guide to the aspiring researchers who will be planning to study

about gender stereotyping among engineers.

Researchers

The researchers will gain knowledge while doing this study and it will give a better

findings and a relatable conclusion at the end of this research.

Engineering Students

This paper will help aspiring engineering students to identify negative factors and help

them to understand deeply about the problem.

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Clients

This will serve as a guide for the clients to be more aware of how their actions towards

the career growth of professional engineers.

Engineers

This research can help engineers to understand deeply how projects are being distributed

to them and it can be an eyeopener to those who were oppressed by this kind of system

to stand for what they believed.

Company

This study can provide a healthy workplace where engineers can work efficiently and

also to demand equality in the company.

Scope and Delimitation of the Study

This study will deal mainly with gender stereotyping of female engineers who

are licensed engineers and will focus on the relatable issues that can affect the gender

stereotyping of female engineers during job hunting and how it affects their career

development. This involves interview via Personal Interview, Google meet interview,

and Google Forms. The selection of participants is done since the research method is

qualitative research and its design is a case study.

Delimiting the external factors, this study will be conducted with a limited time

frame of only four months and with a small number of participants, specifically 6.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Review of Related Literature

This part of the study contains relevant related studies and literature that may

support the study of the researchers. The related studies contain relevant data, results,

and findings from the study that has been conducted before. This section involves

information about all the variables used as the study progresses. Thus, these references

shall justify all the methods utilized in the research.

Gender Stereotyping

Background of Gender Stereotyping

Gender stereotypes are generalizations about what men and women are like, and

how they should act depending on their biological gender which gives rise to

stereotypical conceptions. Gender stereotypes are both descriptive or the beliefs of what

men and women would typically do, and prescriptive or beliefs about what men and

women should do. Men are seen or characterized as more agentic than women who are

characterized as more communal than men. Masculine characteristics are positively

valued more often than feminine characteristics. Positively-valued masculine traits form

a cluster entailing competence; positively-valued feminine traits reflect

warmth-expressiveness (Eagly & Koenig, 2014). According to Fiske and Taylor (2013),

Stereotypes are the adaptive function allowing people to categorize or simplify what they

have observed and simply make an assumption or prediction. These faulty assessments

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may result in negative or positive affect expectations about performance and competence

and bias consequent decisions that impact opportunities and work outcomes for both men

and women. Previous researchers investigated what differs between men and women in a

stereotypical assumption in terms of ascribed traits, role behaviors, occupations, or

emotions. This descriptive type of gender stereotyping can lead to prejudice and

discrimination, and prescriptive stereotypes can also promote prejudice if individuals

violate gender norms settled by the culture (Koenig, 2018).

Much research has investigated backlash toward women, perhaps because women

are often held back from status positions, which is seen as a vital discriminatory outcome

in society. Adult prescriptive stereotypes were expanded within the current study by

including more characteristics: Women should even have a feminine appearance and

have an interest in languages/arts, and avoid having a masculine appearance and being

sexually active or noisy (Koenig, 2018). Women still are concentrated in occupations

that are deemed to require communal, but not agentic attributes. For instance, the three

commonest occupations for girls within the U.S. involve taking care of others, while men

over women tend to work in occupations requiring agentic attributes (Bureau of Labor

Statistics, 2016). According to the Office of the united nations high commissioner for

Human Rights (OHCHR), Wrongful gender stereotyping could be a frequent reason for

discrimination against women. it's a contributing factor in violations of an enormous

array of rights like the right to health, adequate standard of living, education, marriage

and family relations, work, freedom of expression, freedom of movement, and freedom

from gender-based violence.

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 According to Nayak and Tabassum (2021), Gender stereotypes still exist and are

transmitted through media, and thru social, educational, and recreational socialization,

which promote gender prejudice and discrimination. Many gender-related barriers and

biases have declined over the years but gender stereotypes still create problems within

the progress of women’s careers. The provision of opportunities for the career

progressions of women continues to be negatively tormented by gender stereotypes,

which shape managerial behavior and occupational outlooks within the workplace with

patriarchal expectations. Despite many policies to increase gender equality in recent

decades, gender discrimination supported by gender stereotypes continues to exist (The

World Economic Forum, 2017). Women still experience high levels of pressure from

their jobs, and they are found to experience high levels of mental ill-health after they

utilize an inter-personally oriented leadership style in male-dominated industries, The

challenges women face because of gender stereotypes are often devastating (Nayak and

Tabassum, 2021).

Gender Stereotyping seen in the field of Science, Technology, Engineering, and

Mathematics (STEM)

As stated by McKinnon and O'Connell (2020), Gender biases and stereotypes are

prevalent in science, technology, engineering math (STEM) fields, which may create

obstacles to the attraction, retention, and progression of women and girls to STEM

studies and careers. Stereotypes lead people to treat men and women differently, hold

them to different standards, and perpetuate gender bias in society, including in STEM.

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 Aeschlimann, Herzog, and Makarova (2019) stated that the male stereotype of

science is persistent and appear as early as kindergarten age. Since engineering is a

traditionally male-dominated field, women could also be less confident about their

abilities, even when performing equally. At a young age, girls do not express the

identical level of interest in engineering as boys, possibly due partly to gender

stereotypes.

Alawa, Carli, Kim, Lee, and Zhao (2016) claims that women experience obstacles

to advancement in science, and women scientists must overcome resistance and

discrimination. Variety of studies has revealed discrimination against women scientists.

The idea that women aren't competent in calculation or maths could lead to disparate

treatment, with women not being assigned to jobs requiring maths skills. Similarly,

gender stereotypes implicitly guiding people’s judgment impact the work and career

opportunities for women. Unfortunately, unlike men, women, once they become a parent,

are assumed to be likely to prioritize taking care of their children over commitment at

work (Nayak & Tabassum, 2021).

Fleming, Foody, and Murphy (2020) stated that women are often subject to gender

stereotyping within the fields of science, technology, engineering, and mathematics

(STEM). Gender stereotypes play a robust role in discouraging women from pursuing

careers in STEM. Negative gender stereotypes perpetuate bias and barriers that persist

for women in STEM fields including career advancement, service burdens, salary,

teaching, publishing, speaking roles, promotion, and retention (McKinnon and O'Connell,

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2020). The prevalence of negative stereotypes about women’s and girls’ abilities

contribute to gender disparities in computing and engineering. Societal stereotypes depict

girls as less interested than boys in computing and engineering. Studies show that

stereotypes that girls have a lower interest in computer science and engineering than

boys are formed early and cause gender disparities in motivation for computing and

novel activities (Cheryan, Master, & Meltzoff, 2021).

Women in STEM fields can experience bias that negatively influences their progress

and participation. Studies have found that university science faculty were more willing to

hire men than women with identical credentials for positions as lab managers, more

likely to hire men than women to figure on a math task, even when given evidence of

female superiority at math tasks (Reuben, Sapienza, & Zingales, 2014). These findings

suggest that the gender gap in STEM fields isn't merely because of women’s lack of

interest in science. It should be that individuals perceive women to possess fewer of the

traits needed to be good scientists (Alawa, Carli, Kim, Lee, and Zhao, 2016).

Cheryan, Master, and Meltzoff (2021) stated that the state continues to be failing to

diversify computer science and engineering. Only about 1 in 5 degrees in technology and

engineering head to women. Research shows that societal stereotypes linking these fields

with boys and men act as a barrier that keeps girls and young women away. There are

many conversations about the harm caused by stereotypes about natural talent, which

assert that men are better than women at STEM. Negatively stereotyped in a STEM field,

they will doubt their capabilities and whether or not they belong in that field, making it

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harder for them to develop interest over time, altering the sense of whether they would

belong within the field. Gender disparities in science and engineering contribute to

several societal inequities, including the existence of products and services that overlook

and sometimes selectively harm women.

Interest in STEM (Science, Technology, Engineering, and Mathematics) careers falls

off more quickly for young women than for young men over adolescence, and gender

stereotypes could also be partially accountable. Adolescents typically become more

stereotypical in their career interests over time, yet they appear to become more flexible

in applying stereotypes to others (Aeschlimann, Herzog, & Makarova, 2019). According

to Alawa, Carli, Kim, Lee, and Zhao (2016), Women remain underrepresented in Science,

Technology, Engineering, and Mathematics (STEM) occupations. Gender-based

stereotypes present obstacles for women in STEM and still play a task in ongoing

discrimination and under-representation of women in the STEM profession. Despite the

progress made in women’s rights and their strong presence within the workforce by the

commencement of the 21st century, women still seem to be at a drawback within the

technology workforce (Bryce et al. 2018). Mills et al. (2014) stated that women are

over-represented within the lower levels of the workplace, and severely underrepresented

in positions of management, and irrespective of significant advances in knowledge and

power within the medical and law professions, somehow the women in engineering are

left behind.

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Career Development

Career development in Engineering

RaiseMe (2020) stated that engineers conceive, design, build, supervise, operate,

construct and maintain infrastructure projects and systems within the public and private

sector, including roads, buildings, airports, tunnels, dams, bridges, and systems for

facility and sewage treatment. Many civil engineers work in planning, design,

construction, research, and education. within the industry of engineering, an engineer’s

career progression is measured by years of experience. In civil engineering, a graduate

engineer that possesses 3 to 5 years of experience is a Civil Works inspector while

possessing a ten-year of experience is an Engineering Manager (The University of

Melbourne, n.d.).

Civil engineers with ample experience may get into senior positions, like project

managers or functional managers of design, construction, operation, or maintenance.

However, they would first have to obtain a Professional Engineering (PE) license,

because only licensed engineers can assume responsibilities for public projects. A

professional Engineering (PE) license, which allows for higher levels of leadership and

independence, is acquired later in one's career. Licensed engineers are called

professional engineers (PEs). A PE can oversee the work of other engineers, approve

design plans, exit projects, and supply services directly to the general public (RaiseMe,

2020).

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 According to the University Headquarters, most civil engineers add the private

sector, but a significant portion work for local, state, or federal governments. Indeed, the

Bureau of Labor Statistics (BLS) reports that 11% of civil engineers work in government,

13% in authorities, and 5% for the federal government. The salary for civil engineers is

often based on the amount of experience. Job growth within the civil engineering field

remains strong and is growing faster than the typical occupation. according to the US

Bureau of Labor Statistics employment opportunities in this field are projected to grow

by over 8% between the years 2014 and 2024. Partially due to aging infrastructure in

need of an upgrade and repairs necessitating the rebuilding of roads, bridges, and dams.

Long-term job creation and growth should remain robust in the future, making this a

decent long-term career choice.

Career development as a female engineer

Engineering is one of the male-dominated careers, however, there's an increasing

number of women's entry into the engineering profession within the Philippines.

Scholars have reported numerous factors on women's entry into engineering careers like

rewarding work opportunities, interest, and talents in science and mathematics. within

the Philippines, the STEM-related job opportunities on the international market have

improved the country’s economy (Llenares & Sario, 2017).

The advancement of the careers of the Filipino women in non-traditional areas was

also evident; increasing the number of women who became professionals occupying

technical jobs; holding government key positions; and becoming corporate executives

(Philippines Statistics Office Gender Statistics on Labor and Employment, 2014).

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 Gender inequality in allocation to organization roles stems from the interaction

between workers' genders and therefore the structures and practices of employing

organizations. The impact of gender in hiring has relevance but less attention has been

paid to the organizational conditions under which the impact of gender is accentuated.

Although there's an increasing amount of women fighting off the patriarchy, they are

dropping off the engineering program, not due to poor performance but the negative

aspects that they're experiencing within the field like competition, lack of support, and

discouraging faculty and peers (Aala et al. 2014).

Past Research Methodologies and Chosen Participants

According to the study by Ehrlinger et al. (2018) Do Gender Differences in

Perceived Prototypical Computer Scientists and Engineers Contribute to Gender Gaps

in Computer Science and Engineering?, Women saw themselves as being less like the

model than men did. In addition, they found gender differences in prototype perceptions

influenced women's lower interest in Computer Science and Engineering disciplines

when compared to males. The researchers are able to come up with the result with the

use of the appropriate methodology and participants for their study. From the 269 U.S.

College Students, 187 or 69.5% of women use open-ended descriptors and characteristic

ratings to characterize the prototype computer scientist or engineer. Participants rated

themselves on the same set of attributes as the prototype and rated their likeness to it.

Finally, participants in both studies were asked to rate their chances of continuing their

education and jobs in computer science or engineering.

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 As stated by Lopez-Saez, Sainz, and Puertas (2012) in their study Why Don't Girls

Choose Technological Studies? Adolescents' Stereotypes and Attitudes towards Studies

Related to Medicine or Engineering, They concluded that If a woman is studying

medicine, implicit attitudes are more favorable toward her, and if a man is studying

engineering, implicit views are more friendly to him. The data is studied in terms of the

percentages of boys and girls in various disciplines of study. Through the use of the

quantitative method together with correlational study and experimental study as a design,

the researchers are able to gather the relevant data from their participants that are

composed of Adolescences male and female. The researchers found that 56. 7 percent

out of 330 women participants, that the rate of the girls who pick technology are lower

than girls who chose other subjects, while the experimental Study 2 (N = 130; mean age

16.77; 56.2 percent girls) measures implicit attitudes about males and females in

Medicine and Engineering (using the IAT).

In the study on Stereotype threat as a barrier to women entering engineering careers,

With the use of the quantitative method and A total of 211 women undergraduate

students majoring in engineering fields (73% White, mean age = 21 years) as

participants, the researchers found that Women's confidence in their skills to earn a

college degree in an engineering major field was negatively connected to stereotype

consciousness (in the form of awareness of sexism and negative views toward women),

but not stereotype vulnerability. Women's professional growth in engineering

professions may be aided by promoting positive identity and constructive connection

with the environment (Cadaret, Hartung, Subich, and Weigold, 2017).

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 Most of the methods used in the previous studies are through the use of quantitative

method to gather all the necessary and relevant data from the participant who are mostly

composed of the number of the dependent variable which is the women in engineering.

Through the use of survey questionnaires composed of relevant questions to gather the

said necessary data, the previous researchers of all three studies analyzes these data and

came up with the result. The results are mostly numbers or percentages of the women

and men whose experiences are relevant to this study. The results are mostly composed

of the conclusion that women still suffer from gender stereotyping, sexism, and negative

view, affecting their confidence and skills that are necessary to earn a college degree in

the engineering field (Cadaret, Hartung, Subich, and Weigold, 2017).

Gender Stereotyping affecting the Career development of a Female Engineer

Gender stereotyping as a barrier to Career development

Since career development is related to how engineering progresses dependently on

the experience and also the projects that have been administered by the engineer, gender

stereotyping is a barrier to advancement in their careers. Therefore, Gender stereotyping

plays a big role within the advancement of a female engineer. The key barriers to women

entering and remaining within the civil construction workforce are identified as the

image of the industry, career knowledge, culture, dealing environment, family

commitments, male-dominated training courses, and recruitment practices. Professionals

Australia added that issues within the workplace persist, especially regarding workplace

culture (including harassment) and inflexibility, pay inequality, and perceptions of the

26
abilities of women to perform the identical roles as their male counterparts (Professional

Astralia, 2015).

The World Economic Forum (2017) stated that Gender stereotyping is taken into

account to be a major issue obstructing the career progressions of women in

management. The continuation of minimal representation and participation of ladies in

top-level management positions. The availability of opportunities for the career

progressions of women continues to be negatively littered with gender stereotypes,

which shape managerial behavior and occupational outlooks within the workplace with

patriarchal expectations. Women still experience high levels of pressure from their jobs,

and they are found to experience high levels of mental ill-health after they utilize an

inter-personally oriented leadership style in male-dominated Industries. Gender specific

behavior demotivates and demoralizes women within the workplace. In organizational

settings, negative perception about women’s performance or efficacy may affect their

aspiration for career advancement.

Bombuwela and Alwis (2013) have discussed how the career development of

women is tormented by the culture. Singh and Sebastian (2018) in their state-wide study

of Gujarat, India found that women’s main links to entrepreneurship are through the

business occupations of their fathers and kinfolk. The method of their inclusion into the

family enterprise could be a matter of birth, not choice; and despite the exposure of those

women to business practices, as women, they're not considered potential successors in

business. Moreover, the standard attitude poses a threat to the career progressions of

women because they're not allowed to hunt work outside the household, or interact with

persons outside the family. Such patriarchal culture produces a masculine working

27
environment, where women managers tend to idealize ‘men as managers, managers as

men’ and women managers become a part of patriarchal working culture. The impact of

gender stereotyping on women is obvious no matter the extent of position women belong

to in an organization. However, it's more salient when managerial or leadership positions

are concerned (Kang, 2012).

Women, who are usually a minority in boardrooms, are often not listened to or

valued on equal terms with male board members (Nayak & Tabassum, 2021). Alawa,

Carli, Kim, Lee, & Zhao (2016) Studies have also found that university science faculty

were more willing to hire men than women with identical credentials for positions as lab

managers. Students were more likely to hire men than women to figure out a math task,

even when given evidence of female superiority at math tasks (Reuben, Sapienza, &

Zingales, 2014). These findings suggest that the gender gap in STEM fields isn't merely

because of women’s lack of interest in science. It should be that individuals perceive

women to own fewer of the traits needed to be good scientists.

A total of 63.9% of female respondents from the study of Bryce et al. (2018),

reported that they felt they needed to prove themselves capable whereas their male

colleagues were assumed capable. This issue may well be a contributing factor to the

gender discrimination felt among female respondents during their efforts to advance

their careers within the civil industry.

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 Negatively stereotyped in a very STEM field, they'll doubt their capabilities and

whether or not they belong in that field, making it harder for them to develop interest

over time. Unable to enhance the potential for intellectual growth, which in and of itself,

improves outcomes, negative stereotypes persist about their abilities. The requirement to

close this gender gap falls heavily on recruitment companies, especially those that push

for greater diversity and inclusion in their placements. That said if the candidates

stepping through the door have already got a concept about what gender they’re alleged

to be, what they’re supposed to seem like, and whether they’re going to be respected by

their peers (McBride-Wright, 2020).

Significance

Gender Stereotyping as a factor affecting the Career Development of Based on the

study conducted by Tonso (2014), while engineers learning the skills, starting to build

up their perceptions and understanding of the use and value of those skills, this process

of professional identity formation, these engineers attempting to combine social

expectations and their interests and values. These values of female engineers were

trampled by society because of gender norms set by old culture and traditions. This

contradictory situation can be particularly difficult for female engineers, who must

reconcile these expectations with their personal identities. Many countries' cultural

climates have been observed to drive female graduate engineers out of the workforce

(Singh & Peers, 2019), and female engineering students have been discovered to employ

29
enculturation and professionalization strategies that fail to value femaleness and can lead

to ‘undoing gender’ while ‘doing engineering’ (Powell, Bagilhole, & Dainty, 2009).

Engineering competencies and identities are inextricably linked and shape one

another at the same time (Tonso, 2014). As a result, engineers' professional identities are

not simply the result of acquiring certain competencies or skills, nor can the

competencies be simply derived from the identity. Both the engineering identity and the

engineering competencies are temporally and geographically situated and are shaped by

circumstances and changes outside the profession. According to Tonso (2014), claims

about engineering identity and valuing some types of engineers over others are

influenced not only by past practices but also by future identity norms in engineering.

When explicitly acknowledged, this provides engineering education with a powerful tool

for steering the discipline's course.

This study assumes that the value individuals place on various skills reflects their

perceptions of engineering identity and guides the future development of those skills.

Furthermore, the researchers are convinced that the development of engineering identity

and skills, as well as their perception, is context-dependent. Buckley et al. (2021) show

how the prototypical definition of an intelligent engineer is influenced by cultural

context and gender, and they propose that participants' cultural context may mediate

people's interests and associated gender differences. As a result, we believe that gaining

a better understanding of the Finnish cultural context benefits not only the actions in

30
Finnish engineering education but also broadens the general understanding of gendered

practices in engineering education.

According to Cech et al. (2011), professional role confidence has two dimensions:

expertise and competence, as well as career-fit confidence Expertise confidence, or

belief in one's own ability to master the necessary professional skills and competencies

was discovered to matter for persistence in an engineering major, whereas career-fit

confidence, that is, confidence that a career path in profession meets one's interests and

values, was discovered to matter for intentions to work in engineering after graduation.

Men were discovered to have significantly higher levels of professional role confidence

than women across both dimensions (Cech et al. 2011).

Powell, Dainty, and Bagilhole (2012) discovered that female

engineering/technology students held contradictory views, at times upholding gender-ed

stereotypes about women's suitability for masculine work such as engineering while also

believing that the sector is open to all who wish to work in it. Women studying

engineering and technology appeared to align themselves with (male) engineers rather

than other women by upholding gender-ed stereotypes, such as that men are more

talented in mathematics and thus more suited for a career in engineering, while also

distinguishing themselves from other women (Powell, Dainty, & Bagilhole, 2012).

Considering oneself to be the exception rather than the rule (Seron et al., 2018). The

ways in which female students interpret negative interactions with their male peers in

collaborative settings.

31
 The discipline's deep belief in individualism and meritocracy is reflected in projects

and teamwork in female students who are frequently assigned tasks that are less

technical or otherwise perceived as less important in collaborative settings. Women, on

the other hand, do not see this as a cultural feature, but rather as a personal responsibility

to develop their own strategies (Seron et al. 2016). The ethos of success based on

individual merits, combined with gender-neutrality illusions, can lead female students to

avoid certain support measures out of fear of being perceived as taking advantage of

their gender (Seron et al. 2018). Despite the fact that support functions and organizations

are stigmatized, it occurs. Female students report sexism and implicit bias in both

academic and workplace settings (Smith & Gayles, 2018).

According to Powell (2009), students perform gender roles in order to acquire male

acceptance. The researchers have demonstrated how they use the coping strategies stated:

acting like a boy, tolerating gender discrimination, establishing a reputation, perceiving

more benefits than drawbacks, and taking an anti-woman stance. Gender is also brought

up as a source of conflict for female engineers, who are often faced with the task of

balancing tensions between their personal and professional identities, which are

frequently at odds. The double bind effect, in which good women engineers are

perceived as unfeminine and inept women engineers are seen as unfeminine, results in a

norm where only male masculinity is likely to be tolerated in the current circumstances.

Whether and how women engineers' gender 'doing' or 'undoing' evolves over time as a

result of their cumulative experience.

Does the gender performance of female engineers vary as they advance in their

careers? Given the focus of this article on women's gender performance in engineering

32
organizations, it's also important to consider how men construct themselves in

engineering organizations, as masculine hegemony can be oppressive for at least some

men, and to take into account multiple masculinities, (Powell, 2009).

Also stated by Powell (2009), Opportunities viewpoints on the issue of women in

engineering and calls to problematize gender as binary, there is a need to develop a more

critical and radical feminist consciousness, opinions of female engineers in this study.

For example, while it may be vital for women engineers to establish a reputation as

competent engineers at times, they will accept offers of assistance from their male

counterparts at other times. Despite the fact that these are two completely distinct

techniques, they both have the same goal: acceptance. As a result, female engineering

students were discovered to perform their gender in a variety of ways as part of their

professionalization and assimilation into the engineering sectors, as well as for

themselves.

As stated by Bell (2009), regarded by participants as indicating that their spouse

valued their beauty and other outward traits over their talents. If this is the case, they

may have undergone self-objectification, which can lead to cognitive decline. A cultural

focus on women's beauty and sexuality, according to self-objectification theory, causes

women to adopt observers' perceptions of themselves and become hyper-aware of their

exterior, rather than internal, features (Fredrickson & Roberts, 1997; Fredrickson,

Roberts, Noll, Quinn, & Twenge, 1998).

Under-performance on purpose. Misinterpreted by women as a sign that their male

spouse valued traditional gender norms. If that's the case, they may have purposefully

33
under-performed in order to draw his attention and make him feel better about his own

test result.

They looked examined the impact of sexist cues on women's performance in a

domain where they are adversely stereotyped (mathematics) and a domain where they

are not negatively stereotyped (arts and crafts) (i.e., English). If women under-performed

because of distraction from their attraction to the confederate, self-objectification, or

deliberately encouraging his attention, their performance should drop after sexist

behavior, regardless of domain. However, if they under-performed because the man's

sexist behavior triggered social identity threat, and specifically stereotype threat, they

should underperform only in the domain in which they are negatively stereotyped

behavior, regardless of the domain, if they under-performed due to distraction from their

attraction to the confederate, self-objectification, or purposefully encouraging his

attention. However, if women under-performed because of the man's sexist behavior,

they should only underperform in the domain in which they are negatively stereotyped

(Bell, 2009).

Knowledge gap

Foreign Studies

The researchers gathered a total of 29 literature and studies that contains credible

information and citations that supports the study. The review of related literature mostly

focuses on Gender stereotyping as a factor affecting the career development of a female

34
engineer. The researchers have discovered the results together with its limitations. The

studies gathered was mostly composed of foreign studies than the local studies. The

foreign studies contains the existing Gender stereotyping in the field of STEM and the

field of engineering specifically, Civil Engineering. Most of the studies contain the

relevant information that gender stereotyping is continuing throughout the society.

Most of the studies focus on STEM in the engineering department.. It is also

found that it plays a big role in the career advancement of a female engineer. The data

gathered from the studies and literature posses an evident existence of the issue being

studied.

Local Studies

The previous studies that has been conducted here in the Philippines in relation

to Gender Stereotyping contains the data for the different field which is Maritime,

mostly composed of unrelated data to the field being studied which in the researcher’s

case is Civil Engineering. Although it is a different field of the issue, the study contains

the evident proof of gender stereotyping in the Philippines. However, The researchers

had gathered the data necessary in support to gender stereotyping affecting the career

development of an engineer in the Philippines. Since career development relates to the

career of an engineer progresses dependently on the experience and also the projects that

have been carried out by the engineer. Since the existing gender stereotyping is a factor

on the lack of opportunity of having projects and creating a milestone through the

35
experience of a female engineer, it is directly affecting their career development serving

as a barrier to advancement.

Limits Encountered

Most of the previous studies conducted in relation with the gender stereotyping

affecting the career development mostly focuses on the STEM field in general. However,

the researchers were still able to find the specific gender stereotyping experienced in the

field such as unavailability of opportunities which are not given in an equal manner even

with identical credentials as a proof of competence; demoralizing women within the

workplace; doubted capabilities: and patriarchal expectations. Although few are focused

on the engineering field, the gender stereotyping is experienced in a company

environment and not in personal branding. However, the researchers were able to

identify the measurement of the career development of a female engineer. Also, Previous

researchers used a different approach in gathering the data and most of the participants

are STEM student obtaining their college degree.

However, within the presented limits in the previous studies conducted, the

researchers will be able to expand the relevance of gender stereotyping as a factor

affecting the career development in the field of Civil Engineering in the Philippines.

Theoretical Framework

According to Eagly's Social Role Theory of Gender Differences (n.d.), the

inherent physical differences between men and women resulted in a division of labor in

36
society. Men, in general, are physically larger and stronger than women. Females, on the

other hand, are smaller and less physically strong than men. According to Eagly's theory,

these innate differences play a role in the development of gender roles for men and

women.

Gender roles are behaviors that are characteristic of one's gender. Gender roles

are simply societal and cultural differences in what behaviors we expect to see from men

and women. Historically, women were expected to be primary caregivers for their

children, while men were expected to be breadwinners for the family. This means that

the roles of the parents are fixed already even before their off-springs are born, identified

whether whom should take care of the children and who should be taken care of. In fact

women are not only expected to be caregivers of their children but also their husband.

According to Eagly's theory, these expectations arose from natural differences

between males and females and gender stereotypes were rooted in this kind of social and

cultural expectations for men and women. That's why the researchers based their study

on how this theory elaborated the gender differences in terms of labor distribution

because they want to find out if there are still a gender stereotyping nowadays

especially in the field of engineering. The difference in the gender role nowadays are

becoming known for many people, it is an issue that a community should be aware of. It

will affect how the different factors inside the system will be distributed to whom they

think is capable of by just their gender. Expectations to the society between the different

37
gender can create a huge gap between the development of anything they are taking care

of.

Conceptual Framework

Career Development of a Female

Gender Stereotyping
Engineer

Figure 1. Gender Stereotyping and its effect to the Career Development of a female
Engineer

The paradigm of the study presented shows that Gender Stereotyping affect the
Career Development of a Female Engineer. This study will lay out possible factors on
how Gender Stereotyping has an impact on Career Development of a Female Engineer.

Definition of Terms

Agentic- refers to the behavior to express agency or behaves like an agent, expressing

higher authority in an organized status.

Assertive- a person who is assertive shows confident and forceful personality in which a

characteristic needed in a work place.

38
Career advancement/Development- refers to the upward trajectory of a person’s

professional journey, or the progression of a person in a certain field which signifies

professional development.

Competence- refers to the quality of being competent or have the ability to do

something successfully in a specific professional field. The quality of knowledge, skill,

strength and judgement referring to a specific field.

Demoralize- Demoralizing a person can cause loss of self- confidence, hope and spirit

towards the job.

Discrimination- refers to the unjust and prejudicial treatment of different categories of

people especially on the grounds of race, gender, and age.

Gender norms- refers to the social principles that govern the behavior of each gender in

the society and restrict their gender identity into what is considered to be appropriate

universally.

Gender stereotyping- refers to an overgeneralization of characteristics, differences and

attribute of a certain group based on their gender, which creates gender biases.

Meritocracy-an elite group of people whose progress is based on ability and talent rather

than on class, privilege, or wealth.

39
Patriarchy-a system of society or government in which men hold the power and women

are largely excluded from it.

Prejudice-prejudice or discrimination based on sex or gender, especially against women

and girls, often refers to a liking or dislike for one rather than another especially without

good reason.

Underrepresented- provide with insufficient representation or often not represented in

certain fields.

40
 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses how the research process will be carried out. This includes

the design, validation, and tabular basis that will be used. It also includes the data

analysis for the interview responses. Specifically, this chapter also justifies the methods

to be utilized under the implementation of the case study.

Research Design

This study adopted a qualitative research approach within an interpretive case

study design to know and understand deeper the effects of gender stereotyping to the

career development of female engineers.

The main goal of qualitative research is to comprehend people's beliefs,

experiences, attitudes, behavior, and interactions, the qualitative method is used. It

produces non-numerical data. Integrating qualitative research into intervention studies is

a research strategy gaining traction across disciplines (Pathak, Jena, & Calra, 2013).

This was appropriately done by using a case study design. As Thomas (2021) indicates

that this design offers a form of inquiry that uplift the view of life in it's complexity.

Specifically, the most vivid and the most inspirational analysis that an inquiry can offer.

41
Participants and Sampling Procedure

The participants of the study are the Female engineers who are licensed engineers

with experience in the work field. The sample size of the participants are 6, since it is the

acceptable sample size in using Thematic Analysis approach in interpreting the data.

According to Fugard and Potts (2014), 6 participants are recommended for

interview in order to use the Thematic analysis, so the researchers used the minimum of

the sample size required which is 6. The Non-probability sampling technique is used,

specifically purposive sampling in order to select the participants of the study.

Research Instrument

The utmost important tool that was used to collect important data for this study to

be published was the interview questionnaire. The participants chose the most

comfortable approach to answer the questions, namely personal interview, Online

Interview via “Google Meet”, and answer the questions through “Google Form”. The

questions that was prepared for the participants to answer was partly adopted from the

related interview questionnaires gathered, namely Perceptions of Female High School

Students on Engineering, and Women in Engineering: A Phenomenological Analysis of

Sociocultural Contextual Meaning of Gender Roles. Also, the researchers generated new

questions to gather further essential information that the existing questionnaires do not

have. The interview questionnaire is consisted of 17 questions with different level of

specificity.

42
 For the confirmation and verification, Ms. Cherilyn Robles reviewed and

examined the validity and effectiveness of the questionnaires. The first part was

composed of questions to gather the needed personal information of the participants. The

next part is all about the gender stereotyping and how may it affect the career

development of the participants the questions are open ended for the participants to fully

explain their answers, comprising with only 7 questions that are answerable by yes or no.

Lastly is how the career development of female engineers is measured accompanied by

the experience of gender stereotyping in their work field that also contains open ended

questions.

Research Procedure

To achieve a high retrieval rate from the participants, the researchers use the

non-random purposive approach in selecting Female Engineers. The participants chose

the most comfortable approach to answer the questions, namely Interview, Online

interview via “Google meet”, and answered the questions via “Google form”. The

researchers wrote a letter to the female engineer/s requesting the necessary information

to conduct the study, which will be sent through email. To be sure that the questionnaires

are all right, the researchers will ask a specific engineer to validate the questionnaires.

The participants were informed of the study's goal and given instructions on how to

complete the interview efficiently, as well as assurances that the researchers would keep

the information confidential. The participants were given enough time to answer each

question to consider their workload. In gathering the data, the researchers will use

dichotomous and thematic analysis to analyze and interpret the data using percentages.

43
 Data Analysis

Thematic analysis is identified as a method in analyzing data from a quantitative

research. The data is gathered by the researchers using interview questionnaire. The

approach will depend on the comfortability of the participants to answer. Through

personal interview, online interview via "Google Meet", and answered the questions via

"Google Form". Thematic analysis is also considered as a method that can be adopted to

numerous kind of research. This method is used to gather people's view, opinions,

experiences, knowledge, values from the given set of quantitative data. The researchers

will gather the response of the participants, and code it what the phrase represents and

generate the code into themes. The example of thematic analysis will be shown in figure

2.

1. As a Freelance Engineer, describe the process on how you receive THEMES

projects from clients.

Capabilities
Participants Response Codes

Participant There’s no problem as long as you Capabilities = 66.67%

1 know what you are doing, as long as
you can do the job given to you Knowledge
Referral=
Acknowledgement
of own capability
33.33%
Participant I am assigned to a project after I Capabilities
2 undergo training. It is systematically
selected based on our Skills and Knowledge Total=
experience.
Skills
100
Acknowledgement
of own capability

Participant If you are a freelancer there are some Job opportunities

sites where you can apply. There are
44
3 people who accept projects either Referral
international or local, if local the
projects are more on referral because Team work
you know a lot of people. So it's an
advantage if you are on a team you can
be referred to different projects with
them.

Figure 2. Data Analysis: Thematic Analysis

45
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data and information

acquired in relation to the study’s general and specific problem as presented in the

statement of the problem. How may Gender Stereotyping will affect the Career

Development of a Female Engineer. Furthermore, the process of interpreting the

collected data and determining the findings’ implications will be displayed and

acknowledged in this chapter. Moreover, to supplement the qualitative scale of the study,

qualitative data and graphs are also presented. The data is presented and organized into

separated categories for more concise and clear understanding.

1.1 Assigning of Projects

Figure 3

Figure 3 presents the process on how female engineers received their projects from

clients. Among 6 participants, there were 3 (50%) who answered based on their

46
“Capabilities” and 3 (50%) who answered “Referral” as the description of the process on

how they receive projects from clients.

To support the claim, Participant 6 said, “I receive it by referral from my team

partner and social media”. According to Brown, Setren, and Topa (2016), They

investigated the hiring process and the relationships among referrals, match the quality,

wage trajectories, and turn over for a single US corporation, using a new firm-level data

set that includes explicit information on referrals by current employees, and test various

predictions of theoretical models of labor market referrals. Referred applicants are more

likely to be hires, enjoy a temporary wage advantage that fades with time, and have a

longer duration at the firm.

To uphold the statement, Participant 1 answered “Capabilities” and stated “ There’s

no problem as long as you know what you are doing, as long as you can do the job given

to you.”. Women also value management skills such as project management and time

management, as well as self management abilities such as self-knowledge and

self-confidence more than men do, and indicate that their management skills have

improved as a result of their studies and job experience (Bairoh & Naukkarinen, 2021).

Figure 4

47
 Figure 4 exhibits the process on how female engineers describe the chances and

opportunities given to them to be assigned in a project. Among 6 participants, there were

4 (67%) who answered that it is “Gender Biased”, and 2 (33%) who answered that they

receive it because of their based on their “Capabilities”.

Backing up the claim, “Mildly Complicated projects are limited when you’re a

female. Unlike with men, those heavy projects were given because of displayed

masculinity.” that was answered by Participant 3. As stated by William (2016), Women

engineers, on the other hand, are more likely to report a “boy’s club” culture that makes

it tough to fit in.

Figure 5

Figure 5 shows the barriers that lower the chance and opportunities of female

engineers being assigned in a project. Among 6 participants, there were 3 (50%) who

answered “Gender Stereotyping”, 2 (33%) who answered “Certification”, and 1 (17%)

who answered “Lack of Experience” as barriers that lower the chances and opportunities

given to them to be assign in a project.

As a pillar to that assertion, Participant 1 answered “Gender, because not all types of

projects can be handled by females. Mostly if you’re a female., most of the given works

48
are paper works or office works unless you surpass excellence.”. Based on the study

conducted by William (2016), When comparing men to different aspects of the

engineering field, this study concluded that women engineers do felt that they are not

treated righteously because if the present gender stereotyping in evaluation, promotion,

pay, and other crucial part of their career.

Figure 6

Figure 6 illustrates the barriers that affects the career progression of female

engineers. Among 6 participants, there were 6 (100%) who answered low “Low Job

Opportunities” as a barrier that lower the career progression of female engineers.

To substantiate the claim, “It’s not that fast when you’re a female, it’s limited

because of the gender. Unlike with men, the progress is fast because almost all projects

are given to them.” which was stated by Participant 2. The Tug of war may occur in

situations when women feel marginalized. Contending for simple “Woman’s slot” or

where women perceive a loyalty test. The politically wise option is to identify with the

“boy’s club against another women in this exam (William, 2016).

49
Figure 7

Figure 7 presents if there were encountered preconceptions from clients regarding

the participant's gender. Among 6 participants, there were 6 (100%) who “Disagreed”

that they have encountered this kind of experience.

Gender-specific behavior demotivates and demoralizes women in the workplace,

according to the World Economic Forum (2017). Women's aspirations for development
in the workplace may be hampered by negative perceptions of their performance or
efficacy.

Figure 8

Figure 8 shows if the distribution of the Engineering projects were gender biased

based on the personal experience of the female engineers. Among 6 participants, there

50
were 4 (67%) who “agreed” that the distribution of the engineering projects were gender

biased, and 2 (33%) who “Disagreed”.

Backing up the claim "On my first company, yes. As I was not assigned to lead a

project on my own. Luckily I am now on a company that promotes gender equality." that

was stated by Participant 2 for this question, female engineers do feel less fairer

treatment compared to men in different aspects of their job. From networking, mentoring

or sponsorship, performance evaluation, hiring, and promotion (Williams, 2016).

1.2 Professional Choices

Figure 9

Figure 9 illustrated if the female engineers has experienced encouragement

during school days. Among 6 participants, there were 5 (83%) “Agreed” that they had

experienced encouragement during school days, and 1 (17%) who “Disagreed”.

To uphold the statement "Of course our professors always says that even its

hard to study it is worth it. There are some people will support you in studying disregard

your gender." that was answered by participant 3, Female Engineers are pursuing their

professions because of the support system they had encountered when they are in the

51
years of their education. That was the very reason why they where able to finish their

degree, with the support on every phase of the career's pipeline. Giving emphasis that the

support played a vital role for them to succeed (Alfred & Rice, 2014).

Figure 10

Figure 10 shows if the female engineers felt a presence of demotivation from

their field because of their gender. Among 6 participants, there were 4 (67%) who

“Agreed” that they felt a presence of demotivation from their field because of their

gender, and 2 (33%) who “Disagreed”.

Supporting the answer of participant 2 "Yes" to this question, according to Prasad

(2020) they studied and provided a perspective on why engineers experience
demotivation in their field, strengthening the fact that the work field experience do affect
their motivation to do better in their projects.

52
Figure 11

Figure 11 illustrated if the female engineers had encountered clients and

supervisors who questioned their abilities. Among 6 participants, there were 4 (67%)

who “Disagree” that they had encountered clients and supervisors who questioned their

abilities, and 2 (33%) who “Agreed”.

To support the claim, participant 4 agreed and she elaborated, "Yes - not because

of my gender, but because I was new that time in the company. The client was not

convinced that I can handle their concerns well." As stated by Pearson and Porath (2013)

95 percent of workers say that they consistently encounter incivility at work, but only 9

percent report it to management.

Figure 12

53
 Figure 12 presented if the female engineers' belongingness was altered because of

their experience. Among 6 participants, there were 4 (67%) who “Disagreed” that it

altered their sense of belongingness in the field, and 2 (33%) who “Agreed”.

As a pillar to that assertion, participant 4 answered, "No, this is normally

experienced when you are new on a role/position." Based on the study conducted by

Crampton and Hadge (2017), Employees' incivility is widespread in the workplace.

With the emphasis on profits and controlling labor costs, many issues have arisen as a

result of a lack of civility in the workplace.

Figure 13

Figure 13 shows how female engineers' demotivation had affected their career

advancement. Among 6 participants, there were 3 (50%) who answered “Complacancy”,

2 (33%) who answered “Motivation”, and 1 (17%) who answered “None” that this

demotivation had affected their career advancement.

To substantiate the claim, participant 2 said, "I used it as motivation to be better."

According to Di Fabio and Dura Doni (2019), Uncivil behaviors are becoming more

frequent in our post-modern society especially in the workplace. In a 2002 survey of

54
2,000 American respondents, roughly 4 out of ten considered disrespect from clients can

form as a motivation to do well in the workplace.

1.3 Quantity of Assigned Projects

Figure 14

Figure 14 presented if the quantity of assigned projects play as a big part on

female engineer's career advancement. Among 6 participants, there were 6 (100%) who

“Agreed” that the quantity of assigned projects play as a big part on their career

advancement.

To substantiate the claim, Participant 3 responded “Yes of course. The more

experience you made, the more knowledge you'll gain. If you will have more project in

your hand, the responsibility will be heavier, that's why it can be stressful.” which we

have derived that she “Agreed”. According to The University of Melbourne, within the

industry of engineering, an engineer’s career progression is measured by years of

experience. The experience is developed not just by years in the work field but the

projects being received, thus its quantity for better experience.

55
Figure 15

Figure 15 illustrated if the quantity of projects received by female engineers was

affected by the present gender stereotypes. Among 6 participants, there were 4 (67%)

who says that it “Affected” that quantity of projects received by female engineers was

affected by the present gender stereotypes, and 2 (33%) who says that it was “Not

Affected”.

To support this claim, Participant 5 answered “Maybe it will lessen the assigned

project.”. As stated by Reuben, Sapienza, and Zingales (2014), Women in STEM fields

experience bias that negatively influences their progress and participation, science

faculty were more likely to hire men than women even when given evidence of female

superiority at the subject.

56
Figure 16

Figure 16 presents the kinds of feedback of clients that female engineers received

the most. Among 6 participants, there were 5 (83%) female engineers who answered that

they received "Positive" and there was 1 (17%) female engineer who answered that she

received "Negative" feedback from her clients.

To support this claim, Participant 1 “Mostly positive, if you're a woman, the

treatment is different, if you're a woman, you know more on how to treat a client warmly,

unlike with guys because they might be harsh.”. Feminine traits that shows

warmth-expressiveness are positively-valued (Eagly & Koenig, 2014).

Figure 17

57
 Figure 17 shows if female engineers had an experience that made them feel

unsatisfied in the work place. Among 6 participants, there were 4 (67%) female

engineers who answered that they had an experience and there were 2 (33%) female

engineer who claimed that they didn't have experience.

To elaborate the claim, participant 3 answered, "Yes, that's why i resign. The

reason of me resigning is because of the salary because even my experience is limited i

think i dont deserve that kind of salary. It made me think that my 5 years of studying is

enough have a better rage of salary." According to (Dawis & Lofquist, 1984)

occupations have different “reinforcer patterns,” reflected in six occupational values, and

a mismatch between the reinforcers provided by the work environment and individuals’

needs may trigger departure from the environment.

Figure 18

Figure 18 displays the range of salary of female engineers. Among 6 participants,

there were 3 (50%) female engineers who answered that they can't specify it, 2 (33%)

female engineer claimed that they received a basic salary range, and 1 (17%) female

engineer answered that it was confidential.

58
Figure 19

Figure 19 shows the female engineers' personal measure of their career

progression. Among 6 participants, there were 5 (83%) female engineers who answered

that they measured it through their experience and there were 1 (17%) female engineer

who claimed that they measured it with their team progress.

To elaborate the claim, participant 1 answered, "When it comes to being a woman,

experience is limited, projects are limited as well as your knowledge and progress.
Because when it comes to knowledge, you should know everything, because if not, your
work will also be limited". According to Sarah E. Zappe and Joseph Tise (2019) How
do engineering students’ creative self-concepts and their perceptions about creativity
change during their undergraduate careers? Results show that students’ creative
self-concepts did not change from the first-year to the senior year. However, students’
perceived expectations of creativity behaviors in their engineering courses and the
perceived personal and professional value of creativity were significantly lower in the
senior year.

59
 The following graphs feature the relative factors under gender stereotyping that

affects the career progression of female engineers.

Figure 20

In the area of assigned projects, the participants considered a number of factors. 12%

considered “Capabilities” affects the assigning of project, 15% considered assigning of

project is “Gender Biased”, 12% considered “Gender Stereotyping” as a factor that

affects the assigning of projects, 23% considered that "Job opportunities” depends on

assigned projects, 23% “Disagree” that there was no effect, and 15% “Agree” that it has

a huge impact.

Figure 21

60
 In the area of professional choices, 25% “Agreed” that they received encouragement

in school, 20% disagreed that they received sense of demotivation because of their

gender, 20% disagreed that they had encountered a supervisor who questioned their

abilities, 20% disagreed that this experience altered their sense of belongingness, and

15% considered “Complacency” as a factor in professional choices.

Figure 22

In the area of the quantity of assigned projects, 60% of the participants “Agreed”

that the quantity of assigned projects plays a big part on their career advancement. While

40% presents that the present gender stereotypes affects the quantity of projects being

assigned to them.

Figure 23

61
 In the are of the measurement of the career development of female engineers

accompanied with experienced gender stereotyping in their work field, 25% have

received a “Positive feedback from their clients, 20% “With Experience” felt an

unsatisfying experience in the work field, 30% “Neutral” says that the participants they

“Cannot Specify” their salary, that the salary is “Basic Salary”, and their salary is

“Confidential”. 25% personally measures their progress as an engineer by

“Experience”.

Transcript

An interview transcript is a written record of an interview. It’s process documents a

conversation between two or more people. The transcript will be able to broaden the

discussion, thus providing extra help in the summarization of the full details unto a much

more compact yet significant conclusion. The questions asked by the interviewers shall

bring support and supplement their qualitative data. Furthermore, this transcript shall

bring light to the researchers’ foreshadowed problem, particularly, “How may Gender

Stereotyping will affect the Career Development of a Female Engineer” and “How does

the career development of female engineers is measured accompanied by experienced

gender stereotyping”. The answers of the selected informants are the following:

Question 1: As a Freelance Engineer, describe the process on how you receive projects
from clients.

62
Participant 1 : Walang problem as long as you know what you are doing basta kaya mo
yung job na ibibigay sayo.

Participant 2 : I am assigned to a project after I undergo training. It is systematically

selected based on our Skills and experience.

Participant 3: If you are a freelancer there are some sites where you can apply. There
are people who accept projects either international or local, if local the projects are more
on referral because you know a lot of people. So it's an advantage if you are on a team
you can be referred to different projects with them.

Participant 4: Not a freelance engineer, currently employed in an energy company. As

an employee, I receive projects directly from my immediate team leader, based on
current market demand.

Participant 5: We have sales engineers in our company that will seek projects or clients.

Participant 6: I receive it by referral from my team partner and social media.

Question 2: Describe the chance and opportunities given to be assigned in projects.

Participant 1: Mildly Complicated projects are limited when you're a female. Unlike
with men, those heavy projects were given because of displayed masculinity.

63
Participant 2: Chances are high if you have the required knowledge/skills needed on
the project.

Participant 3: Maybe there's a huge chance for us to be accepted in the design field
rather than on sites, because there are some risks when you're on site unlike if you're
in the design field. Just like what my professor said I fit in that field, because the
females' attention to details are more accurate.

Participant 4: All employees are given equal chances. It is the TL’s discretion to
whom he/she will assign a project.

Participant 5: You should know the flow of the project. Its design and the problem to be
encountered during site works.

Participant 6: Low because clients often look over female engineers.

Question 3:What are the barriers that lower these chances and opportunities of being
assigned in a project?

Participant 1: Gender, because not all types of projects can be handled by females.
Mostly if you're a female, most of the given works are paper works or office works
Unless you surpass excellence.

64
Participant 2: If you fail certification exams, your deployment on the project might be
delayed.

Participant 3: We don't attract many clients and I don't have that much skill to authorize
colleagues, because as a female it is hard. Most of all when you need to order your
workers or co-workers you need them to obey you, because it's hard to manage people.

Participant 4: Skills/ experience, some projects require specific skills/ certification or

experience which limits the applicability among engineers.

Participant 5: Lack of information on the project and no self-confidence.

Participant 6: Gender and popularity affects these chances.

Question 4: How does these barriers affects your career progression?

Participant 1: It is not that fast because when you're female, it's limited because of the
gender. Unlike with men, the progress is fast because almost all the projects are given to
them..

Participant 2: These certifications are somehow part of promotions requirements.

65
Participant 3: I'm not that knowledgeable when it comes on site works because its
actual and I only know theoretical works.It is different when it comes to site works,
Sometimes the designs are revise. Most of the time the design is revised when it arrives
in the site and loses the creators primary concept on the design.

Participant 4: Not much, everything boils down to perseverance and dedication.

Participant 5: No, improvements in work opportunities. Lack of knowledge on the

work.

Participant 6: It makes my career progression slower because receiving projects plays a

big part on my career, specially when freelancing.

Question 5:Woman engineer, have you encountered preconceptions from clients

regarding your gender? If yes, please describe the interaction.

Participant 1: Not really, I don’t have any experience.

Participant 2: None so far.

Participant 3: I never experienced that on a client but when I was On the Job
Training(OJT) I encountered it on other construction staff.

66
Participant 4: As a practising energy engineer/ chemical engineer, none.

Participant 5: Not yet. Actually they are amazed when they know I am a female
mechanical engineer.

Participant 6: Not often.

Question 6: From your personal experience, can you say that the distribution of the
Engineering projects is gender biased? If so, please describe the experience.

Participant 1: Yes, of course.

Participant 2: In my first company, yes. As I was not assigned to lead a project on my

own. Luckily I am now in a company that promotes gender equality.

Participant 3: It is clearly gender bias. There are projects that don't consider hiring
female engineers even on job street men are chosen on projects.

Participant 4: Speaking from my experience in my current employer, no the career

opportunities are not gender biased.

Participant 5: I don't feel biased because there are some jobs that females can't do and it
is understandable for me.

67
Participant 6: Yes if you’re in a company, I often don’t get big projects from my
superior.

Question 7:Have you received encouragement during school to pursue Engineering as a

profession? If yes, from whom it is?

Participant 1: Of course, from instructors and alumni s.

Participant 2: No.

Participant 3: Of course our professors always says that even its hard to study it is
worth it. There are some people will support you in studying disregard your gender.

Participant 4: Yes, from my teachers who've seen potential in me.

Participant 5: Yes, myself, my family and my relatives.

Participant 6: Yes from my family and professors.

Question 8. Did you ever feel the sense of demotivation from the field because of your
gender? If yes, describe the experience.

68
Participant 1: No.

Participant 2: None that I can think of.

Participant 3: Slightly I felt demotivated because of the job offered on the site because
of uncomfortable stares on the site. I don't feel feel that I will last in that kind of set-up.
The vibes is different like they will tell nice things about you when you face them but
says the opposite behind your back.

Participant 4: No, there is almost an equal number of male and female chemical/energy
engineers that I know of.

Participant 5: Not yet.

Participant 6: Not really.

Question 9. In the work field, have you encountered clients or a supervisor that
questions your ability? If yes, describe the experience.

Participant 1: Not really.

Participant 2: On my first job, they do not questioned my ability but I felt that they
didn’t trust me enough to handle bigger roles.

69
Participant 3: I haven't experienced that in the design department but back when I'm
sales department the contract told me to do multitasking so i end up doing the projects
and also the sales.

Participant 4: Yes , not because of my gender, but because I’'m new in the company.
The client is not convinced that i can handle their concerns well.

Participant 5: Not yet.

Participant 6: Sometimes, clients are sceptical when it comes to women.

Question 10. Does this experience alter your sense of belonging in the field?

Participant 1: No answer.

Participant 2: No.

Participant 3: That kind of experience made me not to come back in that kind of
situation. If i would choose between the two i would definitely choose the design
department.

Participant 4: No, this is normally experienced when you are new on a role/position

70
Participant 5: No.

Participant 6: Not really.

Question 11. How does this kind of demotivation affect your career advancement?

Participant 1: No answer.

Participant 2: I used it as motivation to be better.

Participant 3: It doesn't bother me because this experience made me realize that there's
still the design department.

Participant 4: No, I don't let those get in my head. I stay focused on the goal.

Participant 5: If demotivation happens I will prove to them that they are wrong.

Participant 6: Although it doesn't affect my confidence, it affects my progression

because I don't receive that much projects.

71
Question 12. Is the quantity of assigned projects plays a big part on your career
advancement?

Participant 1: Yes of course.

Participant 2: Yes.

Participant 3: Yes of course. The more experience you made, the more knowledge
you'll gain. If you will have more project in your hand, the responsibility will be heavier,
that's why it can be stressful.

Participant 4: Yes, quantity and quality.

Participant 5: Yes, because it is more challenging.

Participant 6: Yes of course.

Question 13. How do you think the present gender stereotypes affects the quantity of
projects being assigned to you?

Participant 1: I don’t have that kind of experience from clients.

Participant 2: In the present, it does not affect me that much..

72
Participant 3: It's not that negative because in the site, we do not really fit inside of the
field. But when it comes to designs, I can confidently say that I advance more, as long as
you have experience you can do it.

Participant 4: No, this is not applicable in the company where I am employed.

Participant 5: Maybe it will lessen the assigned project.

Participant 6: It does.

Question 14. How does the career development of female freelance engineers is
measured accompanied by experienced gender stereotyping in their work field?

Participant 1: Mostly positive, if you're a woman, the treatment is different, if you're a

woman, you know more on how to treat a client warmly, unlike with guys because they
might be harsh.

Participant 2: On my present job, so far, it is positive.

Participant 3: Because of the limited experience my progress is still in between, I'm still
at the stage of learning and application of skill. I am not expecting to have positive
feedback.

73
Participant 4: Positively, they usually commend my attentiveness, knowledge in the
industry and professionalism when dealing with their concerns.

Participant 5: As a project designer the feedback I received from them is positive. Like
"Good job, nice design of pulleys.".

Participant 6: Mostly positive.

Question 15. Are there any experience that made you feel unsatisfied in the work place?
Specify.

Participant 1: Not really, it’s fine.

Participant 2: Yes, during my first job I worked with 2 males on the team and they were
the one tasked with bigger responsibilities.

Participant 3: Yes, that's why i resign. The reason of me resigning is because of the
salary because even my experience is limited I think I don’t deserve that kind of salary. It
made me think that my 5 years of studying is enough have a better rage of salary.

Participant 4: None.

74
Participant 5: Somehow, because my colleagues are better than me.

Participant 6: Yes, the salary.

Question 16. What is the range of your salary if you accept big projects?

Participant 1: Confidential.

Participant 2: I cannot specify yet.

Participant 3: 20k on job street, 12k unlicensed and freelance.

Participant 4: Confidential.

Participant 5: In our company my salary is basic only. Manila base salary.

Participant 6: It depends.

Question 17. How do you personally measure your progress as an engineer?

75
Participant : When it comes to being a woman, experience is limited, projects are
limited as well as your knowledge and progress. Because when it comes to knowledge,
you should know everything, because if not, your work will also be limited.

Participant 2: I think I am doing well enough to make me feel satisfied with my

performance.

Participant 3: As of now I stop in the field because of the salary. I don't think that the
salary is not enough for my daily needs.

Participant 4: If you can motivate/help other engineers succeed in the field.

Participant 5: When I have a great new opportunity it is a big step forward for me. Like
assigning in a work site.

Participant 6: By being assigned to projects and also by personally measuring the

experiences through the years.

76
 CHAPTER V

SUMMARY, CONLUSIONS, AND RECOMMEDATION

This chapter provides a summary of the study's findings, the conclusions drawn from

the results, and the recommendations derived from the key findings of the research. This

is also the study's last and final chapter. Its main goals are to provide a clear answer to

the research questions posed in the first chapter, as well as to summarize and reflect on

the research. Recommendations are also included for the amelioration of the overall

research process as well as the lives of the beneficiaries.

Summary of Findings

In this research, the general problem is to determine if there is a system that proves

gender stereotyping and its visible effects to the career development of the female

Engineers. This study answers specific questions by the gathered data and information,

and it summarized as follows:

The first sub-question of the researchers substantiates the factors affecting the

assigning of projects in engineering, specifically female engineers. The researchers

generated that 15% (majority) of the participants considered assigning of project is

“Gender Biased”, 15% (majority) agreed that they encountered preconceptions from

clients regarding their gender and has an effect in the assigning of projects, and lastly,

15%(majority) agreed that the distribution of engineering projects is gender biased,

which greatly affected the career development of female engineers.

77
 The second sub-question of the researchers validates the factor affecting the

professional choices of female engineers. The researchers generated that 20% (majority)

of the participants agreed that they receive sense of demotivation because of their gender

and affects their professional choice, 20% (majority) agreed that they encountered a

supervisor who questioned their abilities and affects their professional choices, and 20%

(majority) agreed that this experience altered their sense of belongingness in the field and

affect their professional choices.

Last on the list of sub-question the researchers had prepared how may gender

stereotyping affect the career development of female engineers regarding the quantity of

assigned projects. 60% of the participants (majority) agreed that the quantity of assigned

projects do play a big part on each of their career development and advancement. On the

other hand, 40% of the participants (majority) agreed that the quantity of assigned

projects are affected by the present gender stereotyping in their work field.

The Final statement of the problem, the researchers substantiates the factors on how

Female Engineers measures their career development accompanied with experienced

gender stereotyping in their work field. The researchers generated that 20% (majority) of

the participants felt an unsatisfying experience in the work field, and 25% (majority)

says that they personally measures their progress as an engineer by experience.

78
Conclusions

As a conclusion, the researchers found out, based on their findings and data gathered,

that the assigning of projects in the engineering field is gender biased. Therefore, gender

stereotyping is evident in the assigning of projects and has an effect on the career

development of female engineers,

Based from the gathered and computed data from the disseminated interview, the

researcher concluded that the career development of female engineers are affected by

gender stereotyping in terms of professional choices, The effects of gender stereotyping

can be seen in the way female engineers' career advancement is influenced.

Taking everything into account, with the help of the gathered data the researchers

had gathered, that the present gender stereotyping do affect the quantity of assigned

projects to the female engineers in their designated work field. In that case, the gender

stereotyping is evident and can be seen in the way how the career development of female

engineers are affected.

In conclusion, with the help of the gathered and analyzed data, the researchers

concluded that Female Engineers measures their career development accompanied with

experienced gender stereotyping in their work field by given Experience. All the factors

that is affecting the dissemination of assigned projects, gender stereotyping affecting

their professional choices, and the quantity of assigned projects is evidently gender

biased, The researchers therefore concludes that Gender stereotyping affects the Career

79
Development of Female engineers considering these factors that affects their career

development where gender stereotyping is evident.

Recommendations

The researchers recommend the following based on the findings of the study:

1. To the Engineers

The researchers recommends for them to continously pursue and prove their skills

into their projects. The researchers also recommends that there is no connections

between their genders when it comes to perseverance and abilities.

2. To the Clients

The researchers are recommending that, clients should not depend on how they can

physically differentiate the Engineers, it should be vary from their knowledge and skills.

The researchers also recommends that, clients should give every engineers an equal

opportunities and prove their abilities into their work.

3. To the Company

The researchers recommends that the company should give every engineers an equal

opportunities when it comes to hiring and/or deploying for different projects. It is also

recommended that they should not be questioning the abilities of an Engineer depending

on their gender.

80
4. To the Engineering Students

The researchers recommends that they should always do their best even when they

are still a student; it is for their future profession to be successful. The researchers also

recommends that they should not let anything to become a hindrance while they are

pursuing their chosen profession.

5. To the Researchers

The researchers recommend to themselves that they should apply the majority of

their study findings, even if it is not they persuaded profession. Now that they are aware

regarding the certain topic, they should always continue their hard-work and always be

motivated throughout their activities in school.

6. To the Future Researchers

The researchers are recommending the future researchers to use this study as one of

their reference if they are about to conduct a related research' topic. It is also

recommended to them that this research can also be their guide in their research writing.

The researchers recommend that they should still summarized and paraphrase the certain

data nor information for them to avoid plagiarism in their study. They recommended that

those who will make a similar nor related topic of the study in the future should use a

specific data to be gathered in order to assure precise information to be used.

81
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 APPENDICES

This part of the paper contains information that is not required to be included in the body of

the paper but may be useful in providing fuller and well-founded knowledge of the research

subject. It also contains information that is too lengthy to be included in the body of the

document. The content of this segment was summarized and referred to in the body of the report

at the appropriate point.

Appendix A: Letter of Consent for Participants (Qualitative Research)

June 4, 2022

Dear Sir/Ma’am,

Greetings of peace and solidarity!

I am Chestea Mia Izabell B. De Guzman of Grade 12 - 1 under the Science, Technology,

Engineering and Mathematics strand and we are currently undertaking a qualitative research

entitled “Gender Stereotyping and its effect to the Career Development of a Female

Engineer”, as a course requirement for our subject Research.

In this regard, I would like to humbly request your voluntary participation in the

interview that we will be conducting most probably within the week. The researchers

promise that the gathered data from the volunteer participants will remain confidential for

the safety and privacy of the participants. The interview questionnaire that we have

designed is composed of 3 parts: (1) Personal Information, (2) Interview questions about

our first variable: How may gender stereotyping will affect the development of a female

88
Engineer? Composed of close-ended and open-ended questions, and (3) Interview questions

about our second variable: How does the career development of female engineers is

measured accompanied by experienced gender stereotyping in their work field? Composed

of close-ended and open-ended questions.

Should you need further details, I’ll be more than pleased to provide them. You may

directly message me on my Messenger account (Chestea B. De Guzman) and through my

personal contact number (0998-408-5001), or you may opt to send me an email as well

(gardeonchezab@gmail.com). Thank you in advance for your time and assistance with our

research, God bless.

Respectfully yours,

De Guzman, Chestea Mia Izabell, B. Luna, Lance, B.

The Researcher The Researcher

Payumo, Darwin, M. Santos, Justine Kennedy, P.

The Researcher The Researcher

Soriano, Emelito Jr., V.

The Researcher

Noted by:
Ms. Cherilyn Robles
(SGD)
Research Adviser

89
 Appendix B: Interview Questionnaire (Qualitative Research)

Part A.

Personal Information

Name:

Gender:

Age:

Graduated University:

Years of experience in the work field:

Part B.

1. How may Gender Stereotyping will affect the Career Development of a Female

Engineer.

1.1Assigning of Projects

1. As a Engineer, describe the process on how you receive projects from clients.

2.Describe the chance and opportunities given to be assigned in projects.

3.What are the barriers that lower these chances and opportunities of being assigned

in a project?

4.How does these barriers affects your career progression?

90
 5.As a Woman engineer, have you encountered preconceptions from clients

regarding your gender? If yes, please describe the interaction.

6.From your personal experience, can you say that the distribution of the Engineering

projects is gender biased? If so, please describe the experience.

1.2 Professional Choices

1.Have you received encouragement during school to pursue engineering as a

profession? If yes from who did you receive?

2.Did you ever felt the sense of Demotivation from the field because of your gender? If

yes, describe the experience.

3.In the work-field, have you ever encountered a client or a supervisor who questions

your abilities? If yes, describe the experience.

4.Does this experience altered your sense of belonging in the field?

5.How does these kinds of demotivation affects your career advancement?

1.3 Quantity of Assigned Projects

1. Is the quantity of assigned projects plays a big part on your career advancement?

2. How do you think the present gender stereotypes affects the quantity of projects

being assigned to you?

91
 Part C.

2. How does the career development of female engineers is measured accompanied

by experienced gender stereotyping in their work field?

1.What kind of feedback do you received the most coming from you clients? Are

they negative or positive? Specify.

2. Are there any experience that made you feel unsatisfied in the workplace?

Specify.

3.What is the range of your salary if you accept big projects?

4.Do you personally measure your progress as an engineer?

Appendix C: Data Analysis (Thematic Analysis)

Part A. Personal Information

Participant 1

Name: Engr. Mendoza, M.R.

Gender: Female

Age: 47 Years old

92
 Graduated University: Central Luzon State University

Years of experience in the work field: 18 years of experience

Participant 2

Name: Engr. Bernardo, M.C.

Gender: Female

Age: 25 years old

Graduated University: Bulacan State University

Years of experience in the work field: 3 years of experience

Participant 3

Name: Engr. Torres, R.

Gender: Female

Age: 23 years old

Graduated University: Bulacan State University

Years of experience in the work field: 1 years of experience

93
Participant 4

Name: Engr. Camacho-David, G.L.

Gender: Female

Age: 31 years old

Graduated University: University of the Philippines - Diliman

Years of experience in the work field: 11 years of experience

Participant 5

Name: Engr. Sarmiento, M.A.

Gender: Female

Age: 24 years old

Graduated University: Bulacan State University - Malolos City

Years of experience in the work field: 1 year of experience

Participant 6

Name: Engr. Vicario, K.

Gender: Female

94
 Age: 26 years old

Graduated University: Bulacan State University

Years of experience in the work field: 3 years of experience

Part B. 1. How may Gender Stereotyping will affect the Career Development of a Female

Freelance Engineer.

1.1Assigning of Projects

1. As a Freelance Engineer, describe the process on how you THEMES

receive projects from clients.

Capabilities- 50%
Participants Response Codes

Referral- 50%
Participant There’s no problem as long Capabilities

1 as you know what you are

Knowledge
doing, as long as you can do the
Acknowledge
job given to you
ment of own

capability

Participant I am assigned to a project after I Capabilities

undergo training. It is

95
2 systematically selected based on Knowledge

our Skills and experience.

Skills

Acknowledge

ment of own

capability

Participant If you are a freelancer there are Job

3 some sites where you can apply. opportunities

There are people who accept

Referral
projects either international or
Team work
local, if local the projects are

more on referral because you

know a lot of people. So it's an

advantage if you are on a team

you can be referred to different

projects with them.

Participant Not a freelance engineer- Systematic

4 currently employed in an energy distribution of

company. As an employee, I project

receive projects directly from Acknowledg

my immediate team leader, ment of

based on current market capabilities

96
 demand. Trustworthy

in assigned

project

Participant We have sales engineers in our Job

5 company that will seek projects opportunities

or clients. Systematic

distribution of

project

Distribution of

work

Participant I receive it by referral from my Referral

6 team partner and social media Team Work

Social media

2. Describe the chance and opportunities given to be assigned THEMES

in projects.

Capabilities- 33%
Participants Response Codes

97
Participant Mildly Complicated projects are Systematic Gender Biased- 67%

1 limited when you're a female. Unlike distribution

with men, those heavy projects were of project

given because of displayed Gender

masculinity. Stereotyping

Participant Chances are high if you have the Capabilities

2 required knowledge/skills needed on Knowledge

the project. Skills

Participant Maybe there's a huge chance for us to Systematic

3 be accepted in the design field rather distribution

than on sites, because there are some of project

risks when you're on site unlike if Gender

you're in the design field. Just like Stereotyping

what my professor said I fit in that Risky

field, because the females' attention to Skill

details are more accurate. Capabilities

Limited

assigned

project Less

project

98
 opportunity

Participant All employees are given equal Systematic

4 chances. It is the TL’s discretion to distribution

whom he/she will assign a project. of project

Gender

Stereotyping

Participant You should know the flow of the Capabilities

5 project. Its design and the problem to Knowledge

be encountered during site works. Skills

Participant low because clients often look over Gender

6 female engineers Stereotyping

Low project

opportunity

Skill

Capabilities

3. What are the barriers that lower these chances and opportunities of THEMES

being assigned in a project?

99
 Gender Stereotyping
Participants Response Codes
-50%
Participant Gender, because not all types of Gender
Certification- 33%
1 projects can be handled by females. Stereotyping

Mostly if you're a female, most of the Capabilities Experience- 17%

given works are paper works or office Skill

works Unless you surpass excellence.

Participant If you fail certification exams, your Certification

2 deployment on the project might be

delayed. Knowledge

Skills

Participant We don't attract many clients and I Gender

3 don't have that much skill to authorise Stereotyping

colleagues, because as a female it is Capabilities

hard. Most of all when you need to Skill

order your workers or co-workers you

need them to obey you, because it's

hard to manage people.

Participant Skills/ experience- some projects Skills

4 require specific skills/ certification or Experience

experience which limits the Certification

100
 applicability among engineers.

Knowledge

Participant Lack of information on the project and Knowledge

5 no self-confidence. Acknowledg

ment of

capabilities

Participant gender and popularity affects these Gender

6 chances Stereotyping

Certification

Knowledge

Skills

Knowledge

4. How does these barriers affect your career progression? THEMES

Job Opportunities-
Participants Response Codes
100%
Participant It is not that fast because when you're Gender

1 female, it's limited because of the Stereotyping

gender. Unlike with men, the Systematic

progress is fast because almost all the distribution of

101
 projects are given to them. project

Job

opportunities

Participant These certifications are somehow Capabilities

2 part of promotions requirements. Knowledge

Skills

Job

Opportunities

Participant I'm not that knowledgeable when it Knowledge

3 comes on site works because its Job

actual and I only know theoretical opportunities

works.It is different when it comes to Skills

site works, Sometimes the designs

are revise when I

Most of the time the design is revised

when it arrives in the site and loses

the creators primary concept on the

design.

Participant Not much, everything boils down to Acknowledgem

ent of their own

102
4 perseverance and dedication capability

Job

opportunities

Participant No improvements in work Capabilities

5 opportunities. Lack of knowledge on Knowledge

the work. Skills

Job

Opportunities

Participant it makes my career progression Job

6 slower because receiving projects opportunities

plays a big part on my career, Knowledge

specially when freelancing Skills

Low project

opportunity

5. As a Woman engineer, have you encountered preconceptions from Percentage

clients regarding your gender? If yes, please describe the interaction.

Yes- 67%
Participants Response Code

103
Participant 1 No Disagree Disagree = 33%

Participant 2 Yes Agree

Participant 3 No Disagree

Participant 4 Yes Agree

Participant 5 Yes Agree

Participant 6 Yes Agree

6. From your personal experience, can you say that the Percentage

distribution of the Engineering projects is gender biased? If so,

please describe the experience.

Agree-67%
Participants Response Codes

Disagree- 33%
Participant Yes, of course. Agree

Participant In my first company, yes. As I was Agree

2 not assigned to lead a project on

my own. Luckily I am now in a

company that promotes gender

equality.

104
 Participant It is clearly gender bias. There are Agree

3 projects that don't consider hiring

female engineers even on job

street men are chosen on projects.

Participant Speaking from my experience in Disagree

4 my current employer, No the

career opportunities are not gender

biassed.

Participant I don't feel biassed because there Disagree

5 are some jobs that females can't do

and it is understandable for me.

Participant Yes Agree

1.2 Professional choices

1. Have you received encouragement during school to pursue THEMES

105
Engineering as a profession? If yes, from whom it is?

Agree - 83%
Participants Response Codes

Disagree -17%
Participant Of course, from instructors and Agree

1 alumnis
Skills

acknowledged

by peers

Motivation

Participant No Disagree

Participant Of course our professors always Agree

3 says that even its hard to study it is

Skills
worth it. There are some people
acknowledge
will support you in studying
by peers
disregard your gender.

Participant Yes, from my teachers who've seen Agree

4 potential in me.
Motivation

Skills

106
 acknowledged

by peers

Participant Yes, myself, my family and my Agree

5 relatives.
Skills

acknowledged

by peers

Motivation

Participant yes from my family and professors Agree

6
Skills

acknowledged

by peers

Motivation

2. Did you ever feel the sense of de-motivation from the field because THEMES

of your gender? If yes, describe the experience.

107
 Agree - 67%
Participants Response Codes

Disagree- 33 %
Participant “No.” Disagree

Participant Yes Agree

Participant Agree

3
Slight I felt demotivated because of the Demotivati

job offered on the site because of on

uncomfortable stares on the site. I don't

Less job
feel feel that i will last in that kind of
opportuniti
set-up. The vibes is different like they
es
will tell nice things about you when
Work field
you face them but says the opposite
vibe
behind your back

Participant No, there is almost an equal number of Disagree

4 male and female chemical/energy

Equal
engineers that i know of
gender

population

108
 Participant yes Agree

Participant Yes, especially when I was pursuing agree

6 grad school

3. In the workfield, have you encountered clients or a supervisor that THEMES

questions your ability? If yes, describe the experience.

Agree- 67%
Participants Response Codes

Disagree- 33%
Participant not really Disagree

Participant On my first job, they do not Agree

2 questioned my ability but I felt that Skills

they didn’t trust me enough to handle acknowl

bigger roles. edged by

clients

Limitatio

n of

skills

109
 Participant I haven't experienced that in the Disagree

3 design department but back when Multi

i'm sales department the contract tasking

told me to do multi tasking so i end

up doing the projects and also the

sales.

Participant Yes - not because of my gender, but Agree

4 because i'm new in the company. The

Less job
client is not convinced that i can
experience
handle their concerns well
Disregardin

g of skill

Participant Yes Agree

Participant sometimes, clients are sceptical when Agree

6 it comes to women
Gender bias

4. Does this experience alter your sense of belonging in the field? THEMES

110
 Agree- 67%
Participants Response Codes

Disagree- 33%
Participant None

Participant Yes Agree

Participant That kind of experience made Demotivati

3 me not to come back in that kind on

of situation. If i would choose Acknowledg

between the two i would ement of

definitely choose the design rights

department.

Participant No - this is normally experienced Disagree

4 when you are new on a Less Job

role/position experience

Participant Yes Agree

Participant Yes somehow. agree

111
5. How does this kind of de-motivation affect your career THEMES

advancement?

Complacency- 50%
Participants Response Codes

Motivation- 33%
Participant None

1 None-17%

Participant .I used it as motivation to be Motivation

2 better.
complacency

Participant it doesn't bother me because this Complacency

3 experience made me realise that

there's still the design department.

Participant No - i don't let those get in my Goal oriented

4 head. I stay focused on the goal

Participant If demotivation happens I will Confidence

5 prove to them that they are wrong.

Acknowledgem

ent of own

skills

Participant although it doesn't affect my Career

112
 6 confidence, it affects my Progression

progression because i don't

Less project
receive that much projects
opportunity

1.3 Quantity of Assigned Projects

1. Is the quantity of assigned projects plays a big part on your career THEMES

advancement?

Agree- 100%
Participants Response Codes

Participant 1 yes of course Agree

Participant 2 Yes Agree

Participant 3 Yes of course. The more Agree

experience you made, the more

knowledge you'll gain. If you

will have more project in your

hand, the responsibility will be

heavier, that's why it can be

stressful.

113
Participant 4 Yes, quantity and quality. Agree

Participant 5 Yes, because it is more Agree

challenging

Participant 6 yes of course Agree

2. How do you think the present gender stereotypes affects the THEMES

quantity of projects being assigned to you?

Affected- 67%
Participants Response Codes

Not affected- 33%

Participant I don’t have that kind of Not Affected

1 experience from clients.

Participant In the present, it does not affect Affected

2 me that much, but before its

present at my workfield

Participant It's not that negative because in Awareness,

3 the site, we do not really fit Acknowledgem

inside of the field. But when it ent

comes to designs, I can

Affected
confidently say that I advance

more, as long as you have

experience you can do it.

114
 Participant No, this is not applicable in the Awareness

4 company where I am employed. Acknowledgem

ent

Not Affected

Participant Maybe it will lessen the Distribution of

5 assigned project. work, Limited

assigned

project, Less

project

opportunity

Affected

Participant it does Affected

Part C. 2. How does the career development of female engineers is measured accompanied by

experienced gender stereotyping in their work field?

1. What kind of feedback you receive the most from clients, are they THEMES

negative or positive? Specify.

Positive- 83%
Participants Response Codes

Uncertain-17.%
Participant Mostly positive, if you're a Awareness of

115
1 woman, the treatment is different, treatment in the

if you're a woman, you know workfield

more on how to treat a client

Positive
warmly, unlike with guys

because they might be harsh.

Participant On my present job, so far, it is Awareness

2 positive.
Positive

Participant Because of the limited experience Acknowledgeme

3 my progress is still in between, nt

I'm still at the stage of learning Acceptability

and application of skill. I am not Application of

expecting to have positive learnings

feedback. Uncertaint

Participant Positively, they usually Acknowledgeme

4 commend my attentiveness, nt

knowledge in the industry and Awareness of

professionalism when dealing the treatment in

with their concerns. the Workfield

Positive

Participant As a project designer the Good

116
5 feedback I received from them is performance

positive. Like "Good job, nice Acknowledgmen

design of pulleys" t of own skill

Creativity

Satisfaction of

client

Positive

Participant mostly positive Positive

6 feedbacks

Acknowledgeme

nt of skills

2. Are there any experience that made you feel unsatisfied in the THEMES

work place? Specify.

None= 33 %
Participants Response Codes

With Experience- 67%

Participant Not really, its fine None

117
Participant "Yes, during my first job I With Experience

2 worked with 2 males on the team

and they were the one tasked

with bigger responsibilities."

Participant Yes, that's why i resign. The Overworking

3 reason of me resigning is because Acknowledgeme

of the salary because even my nt of own

experience is limited i think i capabilities

dont deserve that kind of salary. With experience

It made me think that my 5 years

of studying is enough have a

better rage of salary.

Participant None None

Participant Somehow, because my Acknowledgeme

5 colleagues are better than me. nt of skills of

others,

Acknowledgeme

nt of own

limitations

With Experience

118
 Participant yes, the salary Low Salary

6
With Experience

3. What is the range of your salary if you accept big projects? THEMES

Cannot Specify- 50%

Participants Response Codes

Basic salary- 33%

Participant

1 Confidential- 17%

Participant I cannot specify yet.

Participant 20k on job street, 12k unlicensed Knowledge

3 and freelance.

Participant Confidential

Participant In our company my salary is basic Basic Salary

5 only. Manila base salary.

Participant it depends

119
4.How do you personally measure your progress as an engineer? THEMES

Experience- 83%
Participants Response Codes

Team Progress- 17%

Participant When it comes to being a woman, Deprived in

1 experience is limited, projects are experience

limited as well as your knowledge Knowledge

and progress. Because when it gap in

comes to knowledge, you should workfield

know everything, because if not, Slow

your work will also be limited. progress

Participant I think I am doing well enough to Confidence

2 make me feel satisfied with my Acknowledge

performance. ment of

capabilities

Participant As of now I stop in the field because Shifting of

3 of the salary. I don't think that the work

salary is not enough for my daily Low salary

needs.

Participant "If you can motivate/help other Knowledge

Teamwork

120
4 engineers succeed in the field."

Participant When I have a great new opportunity Career

5 it is a big step forward for me. Like progression

assigning in a work site. Project

opportunity

Acknowledge

ment of

career growth

Participant by being assigned to projects and Acknowledge

6 also by personally measuring the ment of skills

experiences through the years Self

reflection

Capability

121
122