Unpacking the gendered interactions and relationship among students in male-dominated programs: perspectives of female students in mechanical engineering in Ghana

Growing evidence has underscored the importance of female students' relationships and interactions in Science, Technology, Engineering, and Mathematics (STEM) programs as crucial factors influencing their thriving within these programs. However, the discourse has seen a dearth of literature, especially in low-middle-income countries where deep-rooted cultural norms and values may complicate female students' interactions and relationships with their peers (male students and female colleagues). Drawing on a phenomenological approach, we engaged female students in Mechanical Engineering at a Ghanaian university to share their experiences studying in such a hardcore male-dominated space with a focus on how they interact and relate with their peers. Data from participants were analyzed thematically using NVivo. Female students who participated in the study revealed that the daily interactions with their peers reinforced gendered norms, illuminating male students' superiority in the program. Female students further asserted that the support from their male counterparts influenced their apathetic attitudes towards their female colleagues because they felt they had nothing to offer them academically, financially, and socially in the program. We argue the need to alter the perception of female students and promote a sense of relationship among them through seminars and support from women in STEM occupations.