Asian Journal of Advanced Research and Reports

This study aimed to explore the motivation, gender-related challenges, and coping mechanisms of female students pursuing an Automotive Technology degree in Northern Philippines, highlighting how personal, social, and institutional factors influence their persistence in a male-dominated field. A qualitative case study was employed to capture in-depth, contextualized experiences of participants within their real-life educational setting. The study was conducted at a state university in Northern Philippines with seven purposively selected female students enrolled in the Automotive Technology program during the semester of data collection. Data was gathered through semi-structured interviews and analyzed using thematic analysis following six-step framework to identify recurring patterns related to motivation, gender bias, coping strategies, and institutional support. Findings revealed that intrinsic motivation, such as personal interest and passion for mechanical work, alongside extrinsic influences from family and role models, significantly shaped students’ engagement, consistent with Self-Determination Theory and Expectancy-Value Theory. Participants also expressed a desire to challenge gender stereotypes, reflecting high self-efficacy and agency as explained by Social Cognitive Theory. Despite encountering gender-related challenges, including skepticism from peers and instructors, students employed adaptive coping strategies, such as cognitive reframing, goal-oriented focus, social support, and emotional regulation, which reinforced resilience, persistence, and skill mastery. Furthermore, participants emphasized the importance of mentorship, visible female role models, hands-on workshops, and inclusive institutional practices in fostering empowerment and motivation. The interplay of intrinsic interest, social support, and self-efficacy underscores the need for gender-sensitive policies and structured support in technical education to sustain female students’ motivation, confidence, and professional development in male-dominated programs.