Literaturnachweis - Detailanzeige
| Autor/inn/en | Prediger, Dale J.; Johnson, Richard W. |
|---|---|
| Institution | American Coll. Testing Program, Iowa City, IA. Research and Development Div. |
| Titel | Alternatives to Sex-Restrictive Vocational Interest Assessment. |
| Quelle | (1979), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Career Counseling; High Schools; Higher Education; Interest Inventories; Sex Fairness; Sex Stereotypes; Test Interpretation; Test Validity; Vocational Interests |
| Abstract | Recent research is summarized on interest assessment procedures as it bears on the issue of sex restrictiveness. Studies documenting sex restrictiveness in widely used interest inventories are cited, and alternatives to sex-restrictive interest assessment are suggested. Separate consideration is given to basic interest scales and to occupational scales. For basic interest scales, results are summarized for 15 recent validation studies which support the use of interest scores that are not sex restrictive. Such scores can easily be obtained for traditional scales that assess basic interests. Alternatives to traditional, sex-restrictive occupational scales are reviewed, including the use of cross-sex scales, combined-sex scales, cluster scales, and sex-balanced scales. Normative and correlational data are presented as aids in mitigating sex restrictiveness in existing occupational scales, and the value of placing greater emphasis on basic interest scales is illustrated. For both basic interest scales and occupational scales, primary attention is given to the possibility that interest inventories can consist entirely of items that elicit similar responses form males and females and provide males and females with similar vocational suggestions. Reliability and validity for the Unisex Act Interest Inventory (UNIACT) are summarized. (Author/BW) |
| Anmerkungen | ACT Publications, P.O. Box 168, Iowa City, IA 52243 ($1.00) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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