Egypt boasts a rich history of national and international efforts aimed at promoting women's participation across various levels of higher education, particularly in STEM fields (National Council for Women, 2017; Egypt National Observatory for Women, 2015). While these initiatives have led to a notable increase in female enrolment in STEM higher education, there remains a pressing need to establish robust standards of equality (El Nagdy & Roehrig, 2019; Kyoung, Fernandez & Ramon, 2022). Despite widespread acknowledgement of this need, there has been insufficient focus on developing inclusive strategies and practices. This paper delves into the diverse perspectives of both academic staff and students regarding equity issues within the Faculty of Engineering at Cairo University. Through an examination of the supportive and obstructive factors influencing equity across various domains within the faculty—such as teaching, research, and administrative contexts—the study sheds light on the nuanced dynamics at play. The paper draws on data obtained from 200 surveys and 50 in-depth interviews conducted with faculty members and students at the Faculty of Engineering, Cairo University (Egypt). Thematic analysis is used to identify key themes related to equity issues across different dimensions of teaching, research, funding and administrative practices. By critically examining these themes, the study aims to uncover both the supportive factors that promote gender equity and the hindering aspects that perpetuate inequitable practices (Nakayiwa et al., 2020). The research uses feminist theory which offers a powerful framework for understanding the multifaceted nature of gender equity experiences within the Egyptian academic setting, considering the unique social, political, and cultural contexts in which female academic, professional staff, as well as students, encounter various forms of structural marginalisation and exclusion that often go unnoticed or unaddressed. Through its intersectional approach, feminist theory acknowledges the intersecting axes of identity that shape the participants’ experiences and opportunities within their educational institution. By centring the voices and experiences of female academics and students, feminist theory exposes the underlying power structures and systemic biases that perpetuate inequality. The study aspires to inform evidence-based interventions and policy recommendations aimed at fostering a more inclusive, equitable, and empowering academic environment for all (Mott, 2020).

National Council for Women (2017). National Strategy for the Empowerment of Egyptian Women 2030 Vision and Pillars. Available via: https://ncw.gov.eg/wp-content/uploads/2018/02/final-version-national-strategy-for-the-empowerment-of-egyptian-women-2030.pdf Egypt National Observatory for Women (2015). Women’s Empowerment Strategy Vision 2023. Available via https://en.enow.gov.eg/%D8%A7%D9%84%D8%B1%D8%A4%D9%8A%D8%A9%20%D9%88%D8%A7%D9%84%D9%87%D8%AF%D9%81%20%D9%81%D9%8A%202030 Kyoung, R. O., Fernandez, F. & Ramon, E. (2022). Gender Equity in STEM in Higher Education. New York: Routledge. https://library.oapen.org/bitstream/id/eee1ae49-405f-4a98-ba2d-9b3050feebf0/doi.org/ Mott, H. (2020). Going Global Partnership Gender Equality in Higher Education: Maximising Impact. British Council. Available via https://www.britishcouncil.org/gender-equality-higher-education-maximising-impacts Nakayiwa, F., Elhag, M., Santos, L. & Tizikara, C. (2020). Strengthening higher education capacity to promote gender-inclusive participation in Science, Technology and Innovation. African Journal of Rural Development, 5(3), pp.65-86. Bothwell, E., Roser-Chinchilla, J., Deraze, E., Ellis, R., Galán-Muros, V., Gallegos, G., Mutize, T. (2022). Gender Equity: How Global Universities are Performing. Times Higher Education and the UNESCO International Institute of Higher Education in Latin America and the Caribbean (IESALC). Available via Gender equality: how global universities are performing, part 1 - UNESCO Digital Library El Nagdy, M. & Roehrig. (2019). Gender Equity in STEM Education: The Case of an Egyptian Girls’ School. In K. G. Fomunyam: Theorizing STEM Education in the 21st Century. Intech Open. Available at: http://dx.doi.org/10.5772/intechopen.87170