Sex as a Determinant in Vocational Choice. Final Report.

Institution	New Educational Directions, Crawfordsville, IN.
Titel	Sex as a Determinant in Vocational Choice. Final Report.
Quelle	(1977), (33 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Awareness; Career Choice; Career Education; Career Planning; Decision Making; Educational Experience; Educational Improvement; Equal Education; Family Influence; Females; Grade 11; Grade 12; Nontraditional Occupations; Occupational Aspiration; Peer Groups; Secondary Education; Sex Role; Sex Stereotypes; Vocational Education; Indiana + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Arbeitslehre; Karriereplanung; Decision-making; Entscheidungsfindung; Bildungserfahrung; Teaching improvement; Unterrichtsentwicklung; Weibliches Geschlecht; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Non-traditional occupations; Alternatives Berufsfeld; Berufsneigung; Berufsziel; Gleichaltrigengruppe; Peer Group; Sekundarbereich; Geschlechterrolle; Ausbildung; Berufsbildung
Abstract	The objectives of a study were (1) to describe the various reasons why vocational decisions which are incongruent with measured interest patterns, but which appear to be governed by traditional sex roles, are made; (2) to determine the extent to which such incongruities are attributable to sex stereotyping; and (3) to assess the probability that any existing sex stereotyping can be negated by the time the adolescent is making vocational choices. A sample of 128 Indiana high school students were interviewed individually or in small groups. Of the students interviewed, 80% indicated plans to enter a traditional career choice in regard to sex stereotyping while only 13% indicated plans to enter a nontraditional occupation (7% were undecided). Five factors were identified as primary influences on student career plans: experiences in courses, interests, role models, economics, and peer and/or relatives' influences. However, only three of these factors were identified as influential by students choosing the nontraditional careers: experience in courses, models, and interests. Major influences contributing to the development and maintenance of stereotypical thinking identified by all students were tradition, differing expectations, school-related experiences, and role models. Finally, recommendations were made for consideration of activities which would work toward the attainment of educational equity in vocational education. (BM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC