Female mentoring for student retention in engineering education: a systematic review

Abstract

Female student retention in engineering education remains a persistent structural challenge despite expanded participation initiatives in STEM. This study conducts a systematic literature review to synthesize existing evidence on female mentoring as a strategy for student retention in engineering programs. Guided by a structured search process across Scopus and Web of Science and applying PRISMA criteria, 48 peer-reviewed studies were analyzed. A bibliometric and thematic examination was conducted using Bibliometrix to identify structural patterns within the field. The findings indicate that mentoring is primarily conceptualized as a structured support intervention integrated into undergraduate contexts, particularly during first-year experiences. Retention outcomes are frequently associated with mediating mechanisms such as belonging, academic motivation, and institutional support. However, variability in program design, contextual implementation, and outcome measurement reveals conceptual fragmentation. The thematic structure suggests that while curricular and transitional themes are well-developed, mentoring-specific constructs remain partially specialized rather than fully central within the field. These results support the need for an integrative conceptual framework to strengthen theoretical coherence and guide future empirical research on gender equity and persistence in engineering education.