A Discourse Analysis of Male Engineering Students Perceptions of Gender Equality and Women Empowerment in South Africa

Abstract

This research investigates the discourses surrounding gender (in)equality and women’s empowerment among male students in their final year of a Bachelor of Science in Mechanical Engineering at the University of the Witwatersrand, South Africa. While previous research has explored women’s underrepresentation in STEM, there is a gap in understanding how men perceive and engage with these issues in traditionally male-dominated fields. Utilising social constructionism and intersectionality as theoretical frameworks, this study examines how societal norms, power dynamics, and discourses shape men’s views of women in engineering. Data was gathered through Zoom-based focus group discussions with 11 male students and analysed using Foucauldian discourse analysis. The findings reveal a range of discourses related to femininity, masculinity, historical and cultural contexts influencing men’s attitudes, institutional responsibility, and governmental interventions. Participants expressed awareness of the systemic obstacles women in mechanical engineering encounter and emphasised the need for impartiality in evaluating skills. However, they also expressed ambivalence toward gender equality and women empowerment initiatives and discomfort with preferential policies for women, highlighting the tensions around men’s experiences of marginalisation, as they face pressures to conform to traditional masculine ideals, which complicates their engagement with initiatives. The study underscores the role of hegemonic masculinity in maintaining exclusionary practices but also points to the potential for men to reshape these discourses and support gender equality efforts. It concludes that achieving meaningful gender equality in mechanical engineering requires structural changes in academic and professional environments, as well as critical reflection by men on their role in these efforts. Future research should examine more diverse perspectives, considering the intersections of gender, race, sexual orientation, and class, to promote a more inclusive culture within STEM field