Abstract
Brief Literature Review The researcher reviewed Bandura’s (1986, 1999) social cognitive theory, Gottfredson’s (1981, 1996) theory of circumscription and compromise, and Eccles’s (1987) model of educational and occupational choice. People choose a career based on several factors, including self-efficacy, interest, and whether the career fits with their self-concept. Statement of the Problem The purpose of this study was to understand why female students would choose to study vehicular repair, a traditionally male subject, in an overwhelmingly male learning environment. By understanding their motivations and challenges, the researcher hoped to make it easier for future women to study this subject and to encourage more women to consider the automotive field. Methodology An online survey was distributed to current female students of the Technical Mechanic School, as well as to the alumnae. Eighteen current students and 12 alumnae answered the questionnaire. Additionally, the researcher interviewed 11 of the current students using open-ended questions for more anecdotal information. Conclusions and Recommendations Most of the students expressed either love of the subject matter or the ability to make a good living as reasons for studying automotive, diesel, and collision repair. Many were introduced to the automotive field at an early age or through their high school shop program. They believed very strongly in their ability to succeed in this field regardless of naysayers, whether in their family or in their classrooms. Encouraging females’ interest in cars and trucks at an early age may be the key to more female technicians in the future.