Empowering Women in Technical Education: Automotive Instructors’ Mentorship Approaches in Northern Philippines

Abstract

This study investigates the mentorship practices employed by automotive technology instructors to support female students in a male-dominated technical education program. The research aims to explore the mentorship strategies used by instructors to address gender dynamics, promote inclusivity, and enhance the academic and professional growth of female students. A qualitative design was adopted, focusing on a state university in Northern Philippines, with purposive sampling selecting five experienced automotive technology instructors. Data were collected through interviews and focus group discussions and analyzed using thematic analysis. The results highlight that mentorship in this program is intentionally gender-conscious, with instructors providing academic, emotional, and professional support to help female students overcome challenges like gender bias and self-doubt. Instructors create a safe, inclusive environment where female students receive encouragement, skill-based mentoring, and exposure to real-world industry opportunities. Despite the progress, challenges such as gender stereotyping and limited representation remain. The study concludes that gender-sensitive mentorship programs are vital in fostering female students’ confidence, technical competence, and success in automotive technology education. Based on these findings, it is recommended that academic institutions establish structured mentorship programs, offer gender-sensitivity training, and invite female industry role models to enhance the visibility and participation of women in automotive technology and related fields.