Abstract
Education is considered to be the most effective tool that people can use to lift themselves out of poor socioeconomic backgrounds and lead to professional success, which in turn improves society. Since an education system often supports individuals with a higher socioeconomic status (SES), it may not resolve the issue of socioeconomic background impacting on career outcomes. Given the nature of the research questions, an individualistic approach is used for selecting tools. Using qualitative and quantitative analysis methods, we argue that graduates studying an 8-year engineering program fail to succeed compared to counterparts who studied a 4-year engineering program. Findings suggest that engineering graduates' socioeconomic backgrounds help them with their career advancement. A policy intervention may help to address the influence of SES on engineering education and professional employment.