Female students' perceptions of gender-focused mentoring and its influence on academic performance at a higher technological institute in Lima, Peru

Abstract

This study investigates female students' perceptions of a gender-focused mentoring program and how it influences academic performance in a higher technological institute in Lima, Peru. A quantitative, descriptive-analytical design was used. A structured Likert-scale questionnaire was administered to 100 female students from technical programs in Civil Construction and Sanitation. The instrument measured three core dimensions: support and empowerment, mentoring process quality, and perceived academic impact. The instrument achieved high validity (Aiken's V = 0.99) and reliability (Cronbach's alpha > 0.7). Results indicate a positive perception of the mentoring program, especially in terms of emotional support, increased self-confidence, and academic motivation. Weaknesses were noted in the frequency and duration of sessions. Gender-sensitive mentoring plays a crucial role in enhancing female students' performance and sense of belonging in technical fields. Findings support scaling such programs to address gender gaps in technical education and promote inclusive academic environments.