Tarnai-Lokhorst, K. V. (2015, June), Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25070

\bibitem{asee_peer_25070}
  Tarnai-Lokhorst, K. V. (2015, June), \emph{Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.25070

Katherina V  Tarnai-Lokhorst P.Eng., FEC.  "Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/25070 Internet.  11 Feb, 2025

\bibitem{asee_peer_25070}
  Katherina V  Tarnai-Lokhorst P.Eng., FEC.
  "Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/25070 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_25070
author = "Katherina V  Tarnai-Lokhorst P.Eng., FEC"
title = "Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25070}
number = {10.18260/p.25070}
}

TY  - CPAPER
AB  - AbstractThe population of engineers is in decline in Canada. While immigration is boosting the numbersand adding diversity to the mix, women are still severely underrepresented, even though manypost-secondary engineering programs are operating under capacity. The recruitment of womeninto these programs is a clear opportunity to meet industry demand for engineers, however, eventhough more young women are successfully completing high school physics classes than everbefore, they continue to choose careers other then engineering: finance, accounting,physiotherapy, and kinesiology are some of the programs receiving the majority of women wholeave high school with physics in their skill sets. Why are they choosing other careers thanengineering? What career options are promoted to young women? What are the culturalexpectations in terms of gendered careers? What are the perceived and real barriers to entry intoengineering education for young women? This paper explores what is happening today todissuade young women from choosing careers in engineering through the analysis ofethnographic data collected from women in Victoria, BC, Canada, who practice a variety ofcareers but all completed Physics 11, Physics 12, or both, in schools in British Columbia. Thisqualitative analysis identified women’s responses to the behaviour and attitudes in physicsclassrooms that tend to dissuade women from pursuing the topic. These findings apply to allgendered careers and build the foundational knowledge necessary for the next phase of proposedresearch: an action-oriented methodology designed to address response patterns prevalent in teencareer choices.
AU  - Katherina V  Tarnai-Lokhorst P.Eng., FEC
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Where are the women? Perceived Barriers to Engineering Education: Exploring the feminist influences on curriculum in British Columbia and on the career choices of women with high school physics credit
UR  - https://peer.asee.org/25070
DO  - 10.18260/p.25070
ER  -