An Analysis of the Relationship Between Perceptions of Vocational Female Faculty and Administrators Toward Female Faculty in Four Institutional Types. Volume 13, No. 11.

Autor/in	Sarvas, Arlene Frances
Institution	Pennsylvania State Univ., University Park. Dept. of Vocational Education.
Titel	An Analysis of the Relationship Between Perceptions of Vocational Female Faculty and Administrators Toward Female Faculty in Four Institutional Types. Volume 13, No. 11.
Quelle	(1976), (196 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Community Colleges; Comparative Analysis; Demography; Equal Opportunities (Jobs); High Schools; Occupational Aspiration; Proprietary Schools; Questionnaires; Regional Schools; Role Perception; Self Concept; Sex Discrimination; Sex Role; Social Bias; Tables (Data); Teacher Administrator Relationship; Teacher Attitudes; Vocational Education; Vocational Schools; Women Faculty + Suchen Sie Ihr Suchwort? Community college; Community College; Demografie; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; High school; Oberschule; Berufsneigung; Berufsziel; Fragebogen; Role conception; Rollenverständnis; Selbstkonzept; Sex; Discrimination; Geschlecht; Diskriminierung; Geschlechterrolle; Tabelle; Lehrerverhalten; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Frauenakademie; Weibliche Gelehrte
Abstract	The overall purpose of the study was to identify relationships between perceptions of vocational female faculty and vocational administrators in four types of vocational institutions: area vocational school, community college, comprehensive high school, and postsecondary proprietary school. Data was obtained from 1,404 vocational female faculty and 1,181 vocational administrators through an Equalitarian Perception Scale (measuring differences of perceptions) and a demographic data form (measuring status). Relationships between institutional type in the areas of dual-role conflict, career aspirations, and advancement possibilities are identified for both the vocational female faculty and administrators. Demographic characteristics for both groups, the origin and importance of the study, a review of pertinent literature and four related sub-studies, procedures and data analysis, findings, a summary, and list of 10 recommendations are presented. Sixty-four tables and 19 graphs supplement the text. Findings indicate an adverse dual-role conflict, limiting female faculty in their career aspirations and self-concepts. Postsecondary proprietary school female faculty responses differed significantly from their counterpart responses in the three other kinds of schools; there was less disagreement among administrators. Preservice and inservice programs for both male and female faculty and administrators are recommended. The questionnaire is appended. (Author/LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01