Abstract
Our study examines the gendered impact of COVID-19 on India’s engineering pipeline. Despite gender parity in STEM courses, females have been historically underrepresented in engineering. Additionally, pandemic-induced economic and health shocks have intensified existing challenges, leading to unequal access to household resources and increased household and caregiving responsibilities for females. Given the male-dominated context of engineering in India, in conjunction with other gender-specific challenges, it is expected that COVID-19 has disproportionately affected the academic experience of females. To empirically investigate the hypothesis, we interviewed 158 students across 19 engineering institutions. Preliminary findings indicate a gendered dimension to the division of household labour. Females not only shoulder a more significant burden of household responsibilities but also face restrictions on mobility through the type of chores they undertake. Additionally, the research unveils gender-based disparities in access to household resources. Females experience challenges in ICT access, lack of conducive study environments, and heightened hesitancy in class-participation. Another gendered pattern emerges when students self-assess the adverse effects of the pandemic on various aspects of their lives. Males express concern about career trajectories, and females prioritize emotional distress, encompassing impact on family, social lives, and mental well-being amid income and health shocks caused by the pandemic. Our research provides insights into the gendered impact of COVID-19 on India’s engineering education, addressing a critical gap in the literature. By unravelling the nuanced challenges faced by female students, our findings contribute valuable perspectives for informed policy-decisions, enhancing preparedness for future shocks and fostering inclusivity in higher-education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
COVID-19, ENGINEERING, GENDER, INDIA
