Computer Science Education for a Sustainable Future: Gendered Pathways and Contextual Barriers in Chile’s Computer Engineering Students

Abstract

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models.

1. Introduction

Gender inequality in higher education remains a persistent global challenge, directly impacting the achievement of Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality) of the United Nations 2030 Agenda. In particular, closing gender gaps in STEM (science, technology, engineering, and mathematics) disciplines continues to be an urgent priority, especially in heavily masculinized fields such as computer science and engineering.

Numerous studies have demonstrated that, to effectively address these inequalities, it is essential to examine how gender shapes professional training, leadership opportunities, career satisfaction, and engagement in academic research [1,2]. Over the past decade, increasing attention has been given to how traditional gender roles and cultural biases shape the academic choices of men and women, perpetuating gender segregation in higher education. Women remain underrepresented in engineering and technology programs, despite achieving academic performance comparable to that of their male peers [3,4].

These stereotypes not only affect self-confidence and perceptions of self-efficacy, particularly among women pursuing STEM careers, but also influence students from an early age. This phenomenon, known as the “leaky pipeline,” describes the progressive decline in female participation in STEM pathways, despite students possessing the necessary skills and interests. Cultural expectations and internalized gender-role beliefs contribute significantly to this attrition, even before students enter higher education [3]. These cross-country variations underscore the importance of conducting studies that integrate clear cultural perspectives, taking into account the specific contexts of each social setting. Such an approach is essential for a comprehensive understanding of these phenomena and for the development of effective strategies to address them. In the chilean context, and according to data from the Ministry of Education (2023), women continue to predominate in areas such as Health (51.3%), Education (50.7%), and Social Sciences (40.6%), while the area of Technology shows the most pronounced negative gap, with 64.7 percentage points against. Concepts such as “machismo” are understood as behaviors in which the discourse, attitudes, and actions of both men and women conform to a system of inequality and hierarchical structures. Concepts such as “machismo” are understood as behaviors in which the discourse, attitudes, and actions of both men and women conform to a system of inequality and hierarchical structures [5].

The Chilean case provides a distinctive lens for analyzing gendered STEM participation. The country’s highly stratified secondary education system separates students into municipal, subsidized, and private schools, with unequal access to advanced mathematics and technology courses. Moreover, the national university admission exam acts as a gatekeeper that amplifies preexisting inequalities, particularly affecting girls from public and technical vocational schools. Regional labor structures such as mining in the north and forestry or aquaculture in the south also shape perceptions of STEM as either male-dominated or regionally bound. Understanding these institutional and territorial factors is essential to explain why gendered patterns in Chile do not merely replicate U.S. trends but emerge from a unique configuration of education, culture, and geography.

This research is based on the premise that moving towards a more sustainable technological education requires incorporating an ethical dimension that considers not only women’s and men’s access to STEM careers but also how these trajectories are conditioned by social and cultural structures that operate unequally. From this perspective, educating in computer science involves not only teaching technical skills but also fostering critical thinking, social justice, and cultural sensitivity.

In this context, applying a gender perspective involves analyzing the differential effects of policies and practices on women and men and integrating these considerations into institutional decision-making processes. Gender mainstreaming is a key strategy for promoting equity, as it ensures that the needs of both women and men are equally addressed in the design and implementation of programs. Understanding decisions to pursue STEM careers according to the diverse cultural contexts of each country and generating local evidence is essential to understanding this phenomenon [6].

The objective of this study is to explore the factors that influence the decision to study computer engineering, with a special focus on first-year students and the identification of gender-related facilitators and barriers, in the Chilean context. To this end, the following research questions are posed:

Research question 1 (RQ1): What are the determining factors, both internal and external, that influence undergraduate students’ decision to enter and remain in the Computer Engineering program?

Research question 2 (RQ2): What role do prior information, cultural environment, and gender initiatives play in this choice?

2. Theoretical Framework and Literature Review

The literature review presented in this section is based on a systematic search conducted between 2023 and 2024, focusing on studies within STEM disciplines. This selection is justified by the pronounced gender polarization observed in these fields both in Chile and globally, where computing careers remain male-dominated. The review highlights how cultural stereotypes, institutional climate, and perceptions of academic identity influence educational trajectories and reinforce structural inequalities, with a particular emphasis on computer science—a technology discipline in which women’s enrollment remains very low. The theoretical framework presented below adopts this comparative perspective to better understand the barriers and facilitators in computer science education. The results were divided into two categories: the selection of STEM careers by women and their retention within universities.

2.1. Gender Bias and Stereotypes in STEM Career Choice: A Persistent Barrier to Educational Equity

The choice of a university major is shaped by a range of social, cultural, and personal factors, among which gender biases and stereotypes play a critical role. Numerous studies have demonstrated that these social constructs significantly influence vocational decisions, particularly in the fields of science, technology, engineering, and mathematics (STEM), where a pronounced gender imbalance persists [7]. Specifically, disciplines such as computer engineering are still perceived as highly technical domains associated with logical and analytical traits historically attributed to men. This biased representation not only reinforces the belief that these fields require “innate” male abilities but also discourages female participation in such disciplines [8]. As a result, many young women internalize the belief that they lack the competencies required to succeed in these fields, thereby perpetuating academic and professional gender segregation [9]. These biases not only shape perceptions of the skills required in these fields but also affect students’ self-confidence and expectations regarding their ability to succeed. Consequently, many young women internalize the belief that they lack the competencies necessary to succeed, thereby perpetuating academic and professional gender segregation [10].

Among the influencing factors, social and gender roles exert a particularly strong influence, highlighting the importance of addressing social norms and stereotypes as key elements that perpetuate inequality [10]. Education and students are significantly influenced by the ways in which educational environments shape career choices and retention, while stereotypes and discrimination reflect persistent negative perceptions and cultural barriers that hinder inclusion in both STEM and health-related fields. Concurrently, emerging research emphasizes the importance of integrating social-emotional and intercultural skills, such as empathy and cultural sensitivity, as essential tools for promoting inclusion. Although their representation in the literature remains limited, these approaches reflect a growing interest in ethically oriented pedagogical strategies that foster equity in educational and professional settings [8].

2.2. Barriers to Women’s Retention in Computer Engineering: The Role of Gendered Cultural Perceptions

Gender perceptions significantly influence the academic persistence of female students in traditionally male-dominated fields, such as computer engineering [11]. The prevailing perception of this discipline as a competitive, performance-driven environment—shaped by traits culturally associated with masculinity—constitutes a major barrier to women’s entry and retention. This symbolic construction fosters feelings of exclusion and isolation, which have been identified as critical factors contributing to lower retention rates among women. Despite efforts to promote inclusion through female role models and mentoring programs, systemic barriers persist, reinforcing a perceived “cold” cultural climate characterized by interpersonal tensions, gender-based discrimination, and limited opportunities for integration [12]. Although many women report experiences of marginalization and loneliness, their male peers often perceive the academic environment as neutral or even welcoming, revealing a disconnect in lived experiences [13]. This dissonance further obscures structural inequalities and complicates the institutional changes needed to advance gender equity. In this context, it becomes essential to design and implement educational policies that promote an inclusive culture through gender-sensitive curricula, mentorship initiatives, institutional support systems, and the active promotion of diversity. Raising awareness of the distinct experiences of women in engineering is critical to creating conditions that enhance their sense of belonging, academic performance, and long-term persistence in the discipline [14,15].

3. Methodology

A qualitative study with a case study design is presented, which, according to Polit and Hungler [16,17], involves in-depth investigations of a single entity or a small number of entities, such as individuals, families, groups, institutions, or other social units. The phenomenon under study, as well as its connection, pertains to gender gaps in enrollment in STEM degree programs. This study employs content analysis of interviews with participants who are first-year students from the Faculty of Engineering and Sciences, specifically enrolled in the Computer Engineering program at the Universidad de La Frontera. The case originates from a project funded by the Research Directorate of the Universidad de La Frontera.

4. Case Study Analysis

4.1. Sampling and Recruitment of Participants

The study was approved by the University’s Institutional Review Board, with the code number 143, year 2023 (CEC). To recruit participants, a convenience sampling technique was employed as part of a purposive sampling strategy. Purposive sampling was used to deliberately recruit individuals who met specific criteria of exclusion and inclusion, and convenience sampling was used to collect information from participants who are easily accessible to the researcher [18]. The inclusion criteria considered first- and second- year students enrolled in the Computer Engineering program. As an exclusion criterion, individuals who had previously graduated from another degree program and therefore held a university diploma were omitted in order to reduce bias related to prior academic experience. Once the official list of enrolled students was obtained, each was assigned a random number from 1 to 50. Participant selection was conducted by a researcher unaffiliated with the Department of Computer Science, with the aim of minimizing selection bias. Interviews were scheduled according to the participants’ availability. In the initial meeting, a lead researcher met individually with each student to explain the study’s purpose, objectives, and scope. After addressing any questions, participants were asked to sign the informed consent form. During a second session, a semi-structured interview was conducted by a research assistant trained in qualitative interview techniques. Meanwhile, a second researcher was present to take field notes without intervening in the process. It was ensured that this observer had no prior contact with the participants in order to avoid influencing responses due to potential power dynamics between faculty and students. A total of 20 students from both academic levels completed the interview process. This number was determined based on the principle of data saturation, which involves continuing to interview until no new themes are identified. The number of interviews is consistent with the findings of Hennink and Kaiser (2022), who, in their meta-analysis of 23 qualitative studies, estimated that data saturation is typically achieved between 9 and 17 interviews, with a median of 12 to 13 interviews [19].

4.2. Development of Interview Questions

To collect the data, a semi-structured interview was developed based on a review of both national and international scientific literature. The instrument aimed to explore the factors influencing the decision to pursue a degree in Computer Science, with particular emphasis on first-year students and the identification of gender-related facilitators and barriers. The interview addressed personal, social, educational, institutional, and motivational dimensions, as well as students’ current perceptions and potential challenges in choosing STEM careers.

The instrument consisted of two sections: A and B. Section A, “Sociodemographic Questions,” aimed to characterize the sample, including age, gender, and secondary education (public or private). Section B contained open-ended guiding questions designed to foster in-depth dialogue about participants’ experiences, motivations, and perceptions. These questions are presented in

Table 1. Guiding dialogue questions for first-year informatics students.

Guiding Question/Factor
Was your university entrance score one of the reasons you chose to study Computer Science instead of another desired program?
Did your parents and/or family influence your decision to study Computer Science?
Did your secondary-school teachers influence your decision to pursue a degree in Computer Science?
Did your friends influence your decision to study Computer Science?
Do you know any female engineers or computer scientists who influenced your decision to study Computer Science?
Did social media or advertising influence your decision to study Computer Science?
Were you well informed about the nature of the program before enrolling?
Were you aware of or did you participate in the “Yo Quiero Ser Ingeniera” program offered by the Faculty of Engineering at UFRO?
Now that you are studying a Computer Science program, do you feel motivated to continue and complete your degree?
As a current student in a Computer Science program, what factors might discourage you or make you consider changing your degree?
In your opinion, what initiatives or factors could encourage more women to pursue Computer Science? Please elaborate.
Could you share what your main motivation was for choosing to study Computer Science?

. Prior to implementation, the interview underwent a content validation process by an expert panel composed of two researchers specializing in STEM fields and gender gaps and three third-year students from the program. This process aimed to ensure the clarity, relevance, and full comprehension of the items.

The interviews were conducted in person and lasted approximately 25 to 40 min. Each session was audio-recorded with the participants’ informed consent, and a safe and respectful environment was maintained to encourage open, spontaneous, and reflective participation.

4.3. Data Collection

Participants were recruited both in person and via email and were invited to voluntarily participate in a semi-structured interview. Prior to each interview, participants received an informed consent form outlining the voluntary, confidential, and anonymous nature of the study. This procedure was conducted by two trained researchers familiar with the study’s objectives.

Additionally, the two researchers, together with a research assistant, met beforehand to discuss the objectives of the interview, review the phrasing of the questions, and agree on appropriate probing techniques, ensuring a consistent and methodologically sound approach. At the beginning of each interview, participants were informed that the setting was a safe space for sharing their opinions and reflections. Interviewers emphasized that there were no right or wrong answers, as the study aimed solely to explore students’ personal experiences and perspectives.

All interviews were conducted individually, in person, and in Spanish, on-site at the Universidad de La Frontera between June and November 2024. To protect participants’ anonymity, each was assigned a code consisting of a randomly selected letter of the alphabet followed by the interview number (e.g., X1, B2). A total of 20 interviews were completed, with data saturation achieved by the 17th interview.

The sessions were audio-recorded and automatically transcribed. The transcripts were securely stored on a password-protected computer and subsequently manually reviewed and corrected by trained researchers to ensure transcription accuracy and protect participant privacy.

4.4. Analysis

A total of 20 in-depth interviews were conducted in this study. From the sixteenth interview onward, recurring patterns began to emerge, and no new significant themes were identified, indicating that thematic saturation had been achieved. The interview transcripts were independently coded by a trained research assistant and a project researcher, and the results were subsequently reviewed by two additional team members to ensure consistency and reliability. Coding coherence was maintained through this process of independent coding and cross-validation. Content analysis was conducted using Atlas.ti software (version 24.1.1). Thematic analysis followed the framework proposed by the sequential phases proposed by Huberman and Miles [16,17], comprising interconnected steps: reading, coding, data display, reduction, and recoding. Data were coded until no new codes emerged from the responses to the question, achieving data saturation. As a result of this process, six common themes were identified as follows: (1) Early advertising, (2) Role Model, (3) Machismo, and (4) Stereotypes.

Table A1. Table of Characteristics.

N°	Authors	Country, Year	Objective	Methodology
1	Saavedra, C.; Quezada, M. [21]	Chile, 2022	Highlight the difficulties and reasons that could lead students to abandon their careers and analyze whether this is associated with gender representation.	Quantitative
2	Barney, A.N.; Ahn, B.; Nelson, M. [23]	United States, 2023	Understand how male engineering students perceive gender equity, the first step to shifting the engineering cultural climate.	Qualitative
3	Dos Santos, L.M. [12]	United Kingdom, 2022	Explore gender roles, social expectations, motivations, career decisions, and sense-making of undergraduate female engineering students.	Qualitative, phenomenological
4	González, B.; Ramos, A.B.; Vivar, A.M.; Rodríguez, M.A.; Revilla, I.; García, A. [32]	Spain, 2023	Proposal at EPSZ and Zamora to promote gender equality in engineering and architecture.	Action-based study
5	Merayo N, Ayuso A. [10]	Spain, 2024	Conduct an analysis of STEM undergraduates’ beliefs regarding the gender gap in their professional fields, with particular emphasis on gender-specific perspectives.	Quantitative, descriptive, correlational and explanatory
6	Becerra M, Truyol M. [20]	Chile, 2023	Diagnose and analyze students’ sense of belonging in social and academic areas, self-efficacy, and perceived institutional support from a gender perspective.	Quantitative
7	Dos Santos LM. [33]	United States, 2023	Understand and investigate the motivations, career decisions, and decision-making processes of a group of female engineers and doctorate in engineering students in the American university environment.	Qualitative
8	Kishani M, Bazylak J, Bazylak A. [34]	Canada, 2024	Elucidate the barriers underrepresented students, particularly women, face in pursuing graduate engineering degrees and the potential solutions to overcome them.	Mixed methods
9	Montoya S, González L, Suescún E, Toro M. [35]	Colombia, 2023	Present the initial steps taken by the authors towards gender equity in engineering at this university.	Exploratory analysis
10	Dos Santos LM. [36]	Taiwan, 2022	Understand and investigate the motivations, career decisions, and decision-making processes of a group of women in the engineering industry, specifically electrical and electronic engineering students in Taiwan.	Qualitative
11	Abrahams L, Jayakumar A, Sheppard L, Kramer A, Calbert T. [14]	United States, 2021	Document the progression and results of efforts undertaken at The Ohio State University to make the climate more welcoming for minoritized students in the College of Engineering (COE) by offering a course that encourages ally development.	Observational study

and

Table A2. Articles used for theoretical analysis.

Num.	Title	Cite	Year
1	Female Engineering Students’ Motivations, Career Decisions, and Decision-Making Processes: A Social Cognitive Career and Motivation Theory	[36]	2022
2	Understanding the Male Student Perception of Culture Climate for Women in Engineering Education	[23]	2023
3	Belongingness of Chilean Engineering Students: A Gender Perspective Approach	[20]	2023
4	Empowering Engineering Students as Allies Through Dedicated Classroom Instruction	[14]	2023
5	The Motivations, Career Decisions, and Decision-Making Processes of Female PhD Students in Engineering: Experiences and Challenges	[33]	2023
6	Decoding Determinants: An Intersectional Exploration of Students’ Decision-Making for Graduate Engineering Education	[34]	2023
7	Engineering with a Gender Perspective in Higher Education at a Spanish University	[32]	2023
8	First Steps Towards Gender Equity in Engineering at Universidad EAFIT in Colombia	[35]	2023
9	The Relationships Between Gender, Social Expectation, and Decision-Making Processes of Engineering Students	[12]	2023
10	Identifying beliefs about the gender gap in engineering professions among university students using community detection algorithms and statistical analysis	[10]	2024

in Appendix A provide a detailed summary of the reviewed literature, including the main studies analysed, theoretical references, and supplementary sources.

5. Results

5.1. Demographic Characteristics of Participants

The case study consists of a sample of 17 first-year students, 69.4% of whom identify as male and 22.2% as female, while the remaining percentage chose either “prefer not to say” or non-binary options, and most were between the ages of 18 and 20 (70.5%), followed by those aged 20–24 (17.6%) and 24 or older (11.9%). Regarding their secondary education, 58.3% attended subsidized private schools, 39.9% attended public schools, and the remainder attended private schools.

5.2. Content Analysis

The process began with the immersion phase, during which the transcripts were read and re-read. In this initial stage, the transcripts from the 20 interviews were uploaded to Atlas.ti to organize the data. The data were then reviewed by two team members, who began identifying codes and assigning categories, with data saturation achieved by the 17th interview. The codes were selected based on their frequency and grouped according to common category.

The coding phase, conducted by two researchers, overlapped with the initial immersion phase. Initially, six categories were identified, which were later consolidated into four following the reanalysis stage. The process then proceeded to the presentation phase, during which the researchers explored each thematic area. Detailed information for each category was first presented and then condensed to its essential points. In the reduction phase, one overarching thematic area with three associated categories was identified. Within this area, one category functioned as a barrier, while causal relationships were observed among the remaining categories. These findings are presented in

Table 2. Main thematic area and factors promoting women’s enrollment, as perceived by first-year informatics students.

Category	Frequency
Early advertising	18
Role models *	15
Machismo	12
Stereotypes	8

(*) Indicates factors perceived as positive or enhancing female participation.

.

5.2.1. Categories

The following section presents a detailed account of the results, accompanied by a discussion structured around the research questions (RQs) and their corresponding findings:

• Early Advertising:
  This category emerged from Verba-ti responses as a key factor in promoting women’s enrollment in STEM fields. Early outreach is described as the promotion and dissemination of information regarding the work of computer engineering professionals, including their roles and responsibilities. Respondents emphasized that such initiatives should begin in the early stages of education, particularly during high school, through activities aimed at raising awareness about the engineering field.
  “There should be programs in schools, such as talks or activities, that specifically showcase Computer Engineering/Civil Computer Engineering. Other fields, like Industrial Engineering, have implemented similar initiatives and have a considerable number of women compared to other engineering disciplines.” (H9).
  “Advertising and suggesting vocational tests. Additionally, providing information about the program to show what the field is truly like, aiming to ensure their perception is not superficial or based on myths.” (J14).
  “Launching more campaigns specifically targeted at women, given that it is well known from the outset that women are generally not inclined to pursue a field like Computer Science.” (D6).
• Role Model
  The narratives reveal a direct relationship between female role models in STEM careers and the influence of female figures. This is evidenced in the following verbatim accounts:
  “Having more female role models and learning about the work and innovations they have achieved.” (T7).
  “Meeting other women who are engineers to learn about their work and contributions to the profession I think that would be very valuable.” (o11).
• Machismo
  Machismo emerges as a negative factor affecting women’s entry into STEM careers, as described in the accounts, where male engineers are identified as the main perpetrators. However, students also perceive it as a modifiable factor and note that its prevalence is decreasing.
  “For computer engineers to stop being so sexist it turns out we tend to be misogynistic, and that is something negative.” (R10).
  “Changing the sexist patterns that plague our profession is essential to encourage women to enter engineering programs.” (E15).
• Stereotypes
  This factor emerges as a significant obstacle to women’s interest in pursuing STEM careers. Various accounts highlight how it contributes to disconnecting engineering disciplines from the options considered viable for women, assigning them an exclusivity that is culturally associated with masculinity. Similarly, the factor labeled as “machismo” is regarded as a modifiable element.
  “Leaving behind the clear stereotype that women don’t belong in technology.” (C4).
  “It’s hard to say, but it would probably be facing the common stereotypes of programmers (which can give the impression that women don’t fit into the environment).” (G8).
  “Interest in computer science is directly linked to liking computers, which is more associated with men due to stereotypes and education.” (F1).

5.2.2. What Are the Determinats, Both Internal and External, That Influence the Decision of Female Undegraduate Students to Enter and Persist in the Computer Science?

The factors influencing female undergraduate students’ decisions to enter and persist in Computer Science are both internal and external. Among the external factors, early exposure to and promotion of the profession are particularly salient, highlighting the importance of raising awareness about computer engineering roles starting in high school through talks, campaigns, and vocational guidance, especially initiatives targeting women. Another key external determinant is the presence of female role models, whose visibility and achievements help young women envision themselves in these career paths. Additionally, cultural barriers such as machismo and gender stereotypes are identified as significant obstacles, as they contribute to the perception that computing is a male-dominated field. However, these elements are also perceived as changeable, suggesting that targeted interventions could enhance gender equity and foster greater inclusion in STEM disciplines.

5.2.3. What Role Do Prior Information, Social Enviorenment and Gender Initiatives Play in the Choice?

Prior knowledge, the social environment, and gender-focused initiatives play a crucial role in women’s decisions to pursue STEM careers. The narratives highlight that early dissemination of information about the roles and contributions of computer engineering professionals—through school programs, talks, and activities—helps raise awareness of these fields and dispel myths or superficial perceptions. Similarly, the presence of female role models, such as accomplished women engineers, reinforces the idea that women can succeed in these disciplines. Furthermore, the social environment is influenced by factors such as machismo and gender stereotypes, which constitute significant barriers that limit the perception of engineering careers as viable options for women. However, respondents recognize that these barriers are modifiable, and addressing them requires educational strategies and targeted initiatives that promote female inclusion in STEM.

6. Discussion and Implication

One of the emerging themes of this study was the need for early outreach strategies and increased visibility of the degree program, particularly targeting women, to encourage their entry into STEM fields, especially Computer Engineering. Participants emphasized the importance of implementing interventions beginning in high school, such as career talks, hands-on activities, and informational campaigns that raise awareness of the profession, demystify the degree, and differentiate it from other engineering disciplines. This finding aligns with recent literature highlighting the active role universities must play in promoting gender equity by engaging in early outreach initiatives that challenge cultural stereotypes and foster diversity in STEM [20].

Moreover, studies such as Saavedra’s [21] have shown that the choice to enter engineering programs in Chile is often motivated by expectations of high salaries and the academic challenge, reinforcing the idea that showcasing these aspects early in students’ educational paths could motivate more women to consider such careers as viable options. Along these lines, Patrick et al. [22] stress that eliminating biases and social norms that shape women’s educational choices requires sustained, targeted campaigns from an early age, aimed at reframing social perceptions of what it means to be an engineer, thereby expanding the sense of belonging and possibilities for future generations.

Another of the most relevant findings of this study was the influence of female role models on students’ decisions to pursue STEM careers. The participants’ narratives revealed how the visibility of successful women in engineering can serve as a motivational force, encouraging others to follow similar paths. This is clearly illustrated by the quote, “Having more female role models and learning about the work and innovations they have achieved” (T7). This finding aligns with the literature, particularly the work of Barney et al. [23], who identified role models as a key factor in shaping university career choices, especially among women.

The presence of female mentors, instructors, and professionals in traditionally male-dominated fields contributes to challenging gender stereotypes and reinforcing students’ identification with the discipline. Additionally, family influence plays a crucial role. As demonstrated in studies by Dos Santos Santos [12] and Lazarides et al. [24], having parents working in scientific fields significantly impacts both women’s and men’s decisions to pursue STEM careers. Together, these findings highlight the critical role of female representation, both in personal and public spheres, in creating more inclusive environments that support informed and unbiased decision-making toward scientific and technological careers. Another of the most relevant findings was the identification of machismo as a persistent barrier affecting women’s entry into STEM careers. Participants’ accounts describe engineering environments as still marked by sexist behaviors, often perpetuated by male engineers. However, they also highlight that this is a modifiable issue, and its prevalence is perceived to be declining. “For computer engineers to stop being so sexist it turns out we tend to be misogynistic, and that is something negative.” (R10) “Changing the sexist patterns that plague our profession is essential to encourage women to enter engineering programs.” (E15) In the Latin American context, machismo is understood not merely as an individual attitude but as a structural expression of power that reinforces inequality at multiple levels. As Nogueira, de Souza, and de Oliveira [25] state, Machismo creates naturalized hierarchical relationships, limiting women’s access and retention in spaces traditionally associated with men. This aligns with that women perceive engineering environments as “cold and challenging,” leading to gendered educational experiences that often hinder their participation in STEM [12]. Andrew et al. [26] argue that universities must critically assess their equity policies, adopting educational approaches that acknowledge the complexity of gender dynamics and their impact on opportunity structures. Integrating gender discussions into undergraduate education emerges as a crucial strategy to transform academic environments and reduce the systemic exclusion of women in STEM fields. In the category of gender stereotypes, one of the most relevant findings relates to the persistence of preconceived notions that associate STEM disciplines with traditionally masculine attributes. This association creates a disconnect between these fields and female identity, making it more difficult for women to feel interested in or connected to careers in engineering or computing. Student narratives reflect how these cultural constructions remain present. “Leaving behind the clear stereotype that women don’t belong in technology.” (C4) “It’s hard to say, but it would probably be facing the common stereotypes of programmers (which can give the impression that women don’t fit into the environment).” (G8) The literature supports this finding, noting that engineering and technology fields have been shaped by instrumental rationality and technical tools traits culturally coded as masculine, which symbolically exclude women from these spaces [27]. According to the World Economic Forum’s Global Gender Gap Report 2023 [28], the most significant gender disparities persist in engineering and technology sectors. Tormey [9] explains that this stems from cultural stereotypes that portray engineers as “geeks”, technologically driven and socially detached, which contradict traditional expectations placed on women. This contributes to a reduced sense of belonging and a perceived incompatibility between gender identity and the chosen discipline. Barney [23] emphasizes that these stereotypes persist within university settings, where women may encounter subtle forms of sexism that undermine their competence, even when they are highly qualified, which can ultimately discourage them from entering these fields. However, students recognize this factor as transformable, echoing Dos Santos’ findings [12], which highlight how engineering students express a willingness to challenge stereotypes, resist cultural pressures, and actively work to reduce the gender gap in higher education.

The analysis reveals that female enrollment in STEM programs is positively influenced by factors such as the presence of female role models and early outreach efforts that raise awareness and promote these disciplines among girls and adolescents. However, these positive efforts are hindered by interrelated negative factors such as machismo and gender stereotypes, which act as causal and social barriers, respectively, limiting the inclusion and retention of women in these fields.

While some patterns echo international findings, the Chilean context adds distinctive dimensions. The interplay between early school tracking, socio-educational segmentation, and territorial labor expectations explains how gender gaps persist even in the presence of equity policies. Unlike the U.S. or European settings, Chile’s centralized admission exam and unequal school quality create structural filters that shape gendered opportunities long before university entry. These context-specific mechanisms underscore the need for national and regional strategies that integrate territorial and institutional equity.

6.1. Practical Implications

This implies that educational institutions and public policy agencies must implement comprehensive strategies that not only strengthen the creation and visibility of female role models and early-stage outreach campaigns but also explicitly and critically address sexist attitudes and cultural stereotypes associated with STEM careers.

To achieve this, it is essential to promote educational interventions that integrate gender perspective training, awareness-raising activities, and mentoring programs aimed at transforming academic and professional environments into more inclusive, equitable, and discrimination-free spaces, thus ensuring the retention and success of women in science, technology, engineering, and mathematics. To understand and as a final analysis of the phenomenon, the following causal relationship diagram is proposed (see Figure 1).

6.2. Connection with Public Policies in Latin America

In Latin America, various public policies have begun to recognize the importance of integrating digital skills and computer science education into the school system. For example, the Digital Agenda for Latin America and the Caribbean (eLAC) has promoted the incorporation of ICT skills into education systems as part of regional efforts to reduce digital divides and promote inclusion [29]. At the national level, countries such as Chile have implemented initiatives such as the National Plan for Digital Languages, led by the Ministry of Education, which seeks to incorporate programming and computational thinking into primary and secondary education [30]. Similarly, in Colombia, the Computers for Education program has served as a platform for training teachers in the pedagogical use of digital technologies and promoting computational thinking in educational contexts [31]. These policies show that there is an institutional and regulatory basis that supports the need for innovative educational proposals that integrate the development of computational thinking for social and educational purposes. In this sense, the approach proposed in this paper is aligned with these frameworks and could contribute to their strengthening and contextualization. Although there are some support programs in Chile, they are not part of public policy but rather voluntary initiatives.

6.3. Applicability of the Approach

To strengthen the applicability of the approach, it is proposed to explicitly integrate technical content specific to computer science education, such as block programming (Scratch), basic algorithmic logic, designing apps for social purposes using AppInventor, and working with sensors using Arduino to introduce hardware and data principles. These tools allow computational thinking to be connected to real-world challenges from an early age, using active methodologies such as project-based learning or user-centered design. It is also recommended that content be adapted to different school levels and contexts (e.g., technical and vocational education or programs aimed at reducing gender and rurality gaps).

7. Conclusions

The results confirm that gender stereotypes, machismo, and the lack of female role models continue to influence both the choice and retention of students in technology degrees, particularly in computer engineering. Although these factors operate structurally, the study also identifies positive elements, such as early outreach programs and the visibility of female role models, which can counteract these barriers. Based on these findings, we propose, first, promoting gender-focused vocational initiatives in secondary education, linked to practical experiences and testimonials from professionals; second, transforming institutional culture by integrating a gender perspective into curricula, assessments, and teacher training, and creating mentoring networks that reinforce students’ self efficacy; and third, establishing governance and monitoring systems with an intersectional approach that include indicators of admission, retention, and performance disaggregated by gender, rurality, ethnicity, and socioeconomic status, accompanied by partnerships between universities, companies, and civil society that support scholarships, internships, and the visibility of women in information technology. These recommendations are aligned with United Nations Sustainability Goals 4 and 5 and offer a comprehensive framework for reducing the gender gap in STEM through evidence-based strategies. Looking ahead, it is a priority to conduct studies that evaluate the effectiveness of these interventions and analyze how variables such as rural origin or ethnicity mediate academic and professional trajectories in engineering and computer science. Furthermore, expanding the sample size and incorporating mixed methods will strengthen the external validity of the results, turning the data into a practical guide for building inclusive and equitable university environments. The case study presented was conducted using data from an initial exploratory survey of first-year students during their academic initiation, which provided information on their perceptions, motivations, and expectations related to computer science and sustainability. Although the data collected is preliminary, it establishes a baseline for future monitoring and evaluation. Continuous assessment strategies, both qualitative and quantitative, will be essential to validate and refine the proposed framework and to evaluate progress over time in promoting gender equality in computer science education.

This study contributes to understanding gendered STEM participation from a Chilean perspective, showing how national educational structures and cultural expectations interact to reproduce inequities. By grounding the analysis in local realities, it moves beyond descriptive replication and provides evidence-based guidance for Chile’s gender and STEM policies.

8. Study Limitations

This article, like any study, shows room for improvement. First, although the literature search was designed with selected keywords and covered the last decade, it is possible that certain works using emerging terminology or descriptors may not have been retrieved. Second, the analysis focused on peer-reviewed literature indexed in PubMed, Web of Science, Scopus, and IEEE Xplore; therefore, gray literature and articles in other languages were excluded, which could limit the geographic and cultural breadth of the evidence sample. In the practical component, the information comes from a single institution and self-reported surveys, so it may be prudent to generalize the results, and there may be a slight social desirability bias. In addition, the cross-sectional design provides a snapshot. Finally, although controls for common method bias were applied, a single measurement instrument may not fully capture the complexity of the constructs analyzed.