Using the Parental Socialization Framework, this research provides a detailed analysis of how early STEM exposure, parental confidence in abilities, and gender-neutral upbringing contribute to the development of STEM identities among women. Employing a hermeneutic phenomenological approach, six undergraduate women engineering majors were interviewed in-depth about their parents' influence on their STEM pathways. The findings reveal that "parents' high academic expectations, confidence in their daughters' abilities, verbal and non-verbal encouragement, and early STEM opportunities" are pivotal in steering female participants toward engineering. The study also underscores the importance of creating a "gender-neutral environment" that allows girls to explore and develop an interest in STEM from an early age. Our research offers novel insights by applying a structured framework to analyze parental influence, which has not been sufficiently explored in existing literature. These findings have significant practical implications for educators, policymakers, and parents. Recommendations include integrating hands-on STEM activities in early education, fostering parental confidence in daughters' abilities, promoting gender-neutral upbringing, facilitating mentorship programs, and developing supportive policies to enhance parental involvement in STEM education. By addressing these factors, stakeholders can create an environment that nurtures female students' interest and success in engineering, contributing to greater diversity and innovation in STEM fields.