Female Student Career Aspirations in Science. SSTA Research Centre Report #94-04. SSTA Research in Brief.

Autor/in	Bender, Sharon
Institution	Saskatchewan School Trustees Association, Regina.
Titel	Female Student Career Aspirations in Science. SSTA Research Centre Report #94-04. SSTA Research in Brief.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Choice; Educational Change; Foreign Countries; Grade 12; High School Students; High Schools; Occupational Aspiration; Rural Education; Science Careers; Science Education; Urban Education; Womens Education; Canada + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufsneigung; Berufsziel; Ländliche Erwachsenenbildung; Naturwissenschaftliche Bildung; Stadtteilbezogenes Lernen; 'Women''s education'; Frauenbildung; Kanada
Abstract	One of the major concerns of educators today is the determination of the factors that play a role in the career choices of women. This document summarizes a Saskatchewan thesis study that explored female grade 12 high school students' perceptions of the factors that influenced their traditional or nontraditional science career aspirations. Of particular interest was the influence of the gender of the teacher. Parents, older siblings, other people, work experiences, volunteer experiences, and certain school experiences strongly influenced female career choices. However, this study revealed that female high students commonly exhibited doubts about their academic ability and expressed fears that they would not succeed. Several factors influenced nontraditional student career aspirations more than those of traditional students. For example, nontraditional students received more verbal and active support from their parents. They had more shared experiences with their fathers. Nontraditional students generally had long-range career plans with options as an integral part of the plan. Even though they had doubts about their ability, they did not allow these to affect their nontraditional career aspirations. The gender of the science teacher appeared to have little overt impact on the career decisions made by female students. (Author/CW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC