Low rates of women's enrolment in engineering programs has been identified as a global problem within the general concern to enable women to attain parity in education in all areas. A Western women in engineering meta-narrative is identified which contains a complex of obstacles that typify the situation of Western women. The question is asked whether this meta-narrative can be used to guide comparison between the problem of women in engineering in the West, particularly Canada, and women in engineering in China and India. In reviewing the considerable literature devoted to understanding the obstacles to gender parity in engineering education in the West, as well as a range of statistics concerning women's education for China and India, it is concluded that national comparisons are difficult. It is suggested that research should proceed by identifying comparable institutions of engineering education in the three countries in order to gain insight into the possible gendered nature of engineering as a profession in each setting. Review of extant literature from China and India indicates that there is a shared factor of concern with the access of girls and women to education given the high value placed on their labor contribution in the home and also, a number of unique factors typical of each setting.