abstract
- This research investigates gender differences in innovation recognition and self-efficacy of 3 engineering programs: Industrial and Systems Engineering, Computer Science, and Innovation and Development Engineering at a private university in Mexico. Applying a mixed-methods design (n = 218), the study examines quantitative measurement of the perception and recognition of female innovators and qualitative narratives about the barriers to women's visibility in engineering. Results show female students are more aware of gender differences than male students and see a broader variety of women innovators, whereas male students report greater self-reported innovation confidence and their recognition schema is narrower. Program-wide differences show that discipline culture affects patterns of recognition: Innovation and Development Engineering shows the highest levels of knowledge. Qualitative results suggest gendered variance in the way structural barriers are experienced. The study thus offers empirical evidence of continuing recognition deficits in engineering education and also highlights the necessity for inclusive academic practices that can deepen narrative constructs around innovation and identity construction of underrepresented groups.