摘要：Women face many obstacles in their academic careers but there is a gap in the research with regards to their perceptions of science and engineering education and how participation or non-participation in the culture of engineering affects their identities. Moreover, little research has been conducted with female PhD students especially with regards to the reasons they have continued their studies, and their level of satisfaction with their career and lives. This naturalistic qualitative inquiry was guided by the sociocultural approach and theories of learning and identity. By examining the path of becoming a doctoral woman engineer, this study makes the educational experiences of women intelligible to the general public as well as policy makers. It gives voice to the women engineers whose perspectives are rarely heard in academic settings or mainstream society.
