Gender and Civil Engineering in Higher Education:

The Case of Mauritius

I. Introduction
Gender and Civil Engineering in Higher Education: The Case of Mauritius" explores the under-
representation of undergraduate female students in civil engineering in higher education institutions in
Mauritius. The analysis is based on in-depth critical individual conversations with three participants and
aims to understand the causes of gender inequity in engineering and find ways to increase the recruitment
and advancement of women in the field of civil engineering. Within the serene backdrop of Mauritius, this
study, titled "Gender and Civil Engineering in Higher Education: The Case of Mauritius," takes a focused
look at the factors contributing to this gender gap, the analysis aims to unearth the root causes of gender
inequity in civil engineering education, providing insights that extend beyond the shores of Mauritius and
resonate with institutions worldwide.
With the ultimate objective of comprehending the problems at hand and outlining a path for improved
recruitment and promotion of women in the field of civil engineering, the research dives into the
experiences and viewpoints of individuals who have traveled this difficult terrain. This trip has the
potential to be enlightening, providing a roadmap for change and serving as a demonstration of the value
of inclusiveness and diversity in the engineering community.

II. Literature Review

Our focus today is on the intriguing world of Gender and Civil Engineering in Higher Education: The
Case of Mauritius. This area of study is captivating because it has the potential to revolutionize Women in
Engineering: A Review of the 2020 Literature and Gender differences in engineering students’
understanding."

II.1 "Women in Engineering: A Review of the 2020 Literature"

This literature review summarizes the main findings of research on gender disparities in
engineering, including civil engineering. It discusses the disagreements among researchers' conclusions
and explores possible explanations for the persistent gender imbalance in technical fields. The review
suggests areas for future research and intervention. A wide range of worldwide research and trends
pertaining to women in engineering are likely to be included in the global environment described in the
literature review. The situation in Mauritius can be better understood by using this global perspective,
which can offer insightful comparisons and data. The research in Mauritius obtains a broader perspective
that is essential for developing wise judgments and policy suggestions by placing the local findings within
a larger framework.

In addition, information on the best methods and tactics for boosting female involvement and
development in engineering is probably included in the literature study. These tactics have been used and
evaluated in a variety of settings and might be a useful resource for the Mauritius research.

II. 2. "Gender differences in engineering students’ understanding"

The study "Gender and Civil Engineering in Higher Education: The Case of Mauritius" is
strongly connected to "Gender differences in engineering students' understanding" in a number of
important aspects by Juebei Chen, Anette Kolmos, and Nicolaj Riise Clausen . First off, it is an excellent
resource for supplementary research. This study can provide light on the mechanisms underlying gender
discrepancies in engineering education by examining the different viewpoints, attitudes, and
understandings of male and female engineering students. These revelations can improve our
comprehension of the gender gap in civil engineering, since it has been particularly examined in the
context of Mauritius.

Last but not least, while the Mauritius case study focuses on a particular institutional and geographic
setting, research on gender inequalities in students' knowledge provides wider perspectives on the
obstacles to and prospects for gender parity in engineering education. These observations could be
pertinent and useful given the particular conditions in Mauritius.

III. Methodology

The research mentioned in the paragraph uses a qualitative methodology to explore the motivations
and experiences of female undergraduate civil engineering students in Mauritius, a typically male-
dominated sector. The study's ethical underpinning, which stressed the participants' informed permission,
confidentiality, and anonymity to create a secure space for them to discuss their experiences, is one of its
main strengths. Deep analysis of the participants' individual views is made possible by the use of in-
depth, critical individual talks, which is a useful method for identifying the complex difficulties
experienced by women in engineering. The study is made more accessible and real by recording these
talks and transcribing them in both English and Kreol Morisien, the local language. The study's attention
on relationships with male peers, academic teaching staff, and the factors influencing the decision to
major in civil engineering is directly related to the general problem of gender inequality in engineering
and has the ability to provide insightful information and practical suggestions. Although the study is
aware of its sample size constraint, this is a problem that often arises when investigating underrepresented
populations, and it serves as further evidence of the need to recruit and keep female students in
engineering schools. Furthermore, the study's singular emphasis on the Mauritian context has the potential
to offer insightful knowledge into the variables affecting gender disparity in civil engineering education
in this particular area, with implications that can be felt in comparable contexts around the world. In
conclusion, this study advances knowledge of gender differences in engineering education and
emphasizes the value of creating welcoming conditions for women interested in engineering professions.

IV. Gender Disparities in Civil Engineering Education in Mauritius

V. Factors Influencing Gender Disparities
VI. Strategies for Promoting Gender Equality in Civil Engineering
Education
 VII. Conclusion
VIII. References
Meiksins, P., Layne, P., Beddoes, K., & Deters, J. (2013). Women in engineering: A review of
the 2019 literature. Prepare to Practice Curiosity, 4.

Chen, J., Kolmos, A., & Clausen, N. R. (2023). Gender differences in engineering students’
understanding of professional competences and career development in the transition from education to
work. International Journal of Technology and Design Education, 33(3), 1121-1142.

Baguant, N. D. (2021). Gender and Civil Engineering in Higher Education: The Case of
Mauritius. International Journal of Higher Education, 10(1), 157-165.

Gokulsing, D., & Tandrayen-Ragoobur, V. (2014). Gender, education and labour market:
Evidence from Mauritius. International Journal of Sociology and Social Policy, 34(9/10), 609-633.

Tandrayen-Ragoobur, V., & Pydayya, R. (2016). Gender wage differential in private and public
sector employment: A distributional analysis for Mauritius. Gender in Management: An International
Journal, 31(3), 222-248.