Distortions and gender-related differences in the perception of mechanical engineering in high school students.

BACKGROUND The reason for this study was the low interest that high school students, particularly females, show for the subject of mechanical engineering (ME). We assumed that this problem was partly due to: (a) lack of understanding of the tasks involved in ME, and (b) a distorted and negative perception of the professional environment and working conditions. METHOD To assess these two assumptions, two measurement instruments (tasks and perceptions) were developed and administered in a sample of 496 high school students. A multiple-group design was used and data was analyzed by using an extended item response theory model. RESULTS In general terms, the results agreed with our expectations. However, no significant gender differences were found. DISCUSSION The implications of the results for future improvements are discussed.