| Reference : Gender stereotypes and gendered vocational aspirations among Swiss secondary school s... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/19466 | |||
| Gender stereotypes and gendered vocational aspirations among Swiss secondary school students | |
| English | |
Hadjar, Andreas  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Aeschlimann, Belinda [University of Bern > Institute of Education] | |
| 2015 | |
| Educational Research | |
| Routledge | |
| 57 | |
| 1 | |
| 22-42 | |
| Yes (verified by ORBilu) | |
| International | |
| 0013-1881 | |
| 1469-5847 | |
| UK | |
| [en] vocational aspiration ; gender stereotypes ; interest ; schooling ; family structure | |
| [en] Background: Horizontal gender inequalities appear to be rather stable, with girls
more often choosing ‘female’ service professions, and boys choosing career paths related to science, technology, engineering or Mathematics. Purpose: Non-egalitarian patriarchal gender-role orientations and gender associations (perceived femininity) of the school subjects German Language Arts and Mathematics are theorised – triangulating different theoretical backgrounds – and empirically analysed as a major predictor of gender-typical vocational aspirations, considering interest in these school subjects as a mediating factor. Furthermore, we focus on a patriarchal relation of father’s and mother’s workforce participation as a root of gender-role orientations, and teacher gender in regard to its impact on gendered images of subjects. Sample: Empirical analyses are based on survey data from eighth-graders (around the ages of 14 and 15 at the time of data gathering) in the Swiss canton of Bern. The sample only encompasses children from two-parent families, as patriarchality in terms of differences in workforce participation between father and mother is taken into account. Design and methods: The research issues are analysed employing structural equation models. The statistical package Mplus allows for an analysis of the two dependent dichotomous variables ‘gender-typical vocational aspiration’ and ‘gender-atypical vocational aspiration’. The hierarchic structure of the sample (school class clusters) is taken into account. Results: Findings reveal different patterns for boys and girls; for boys, gender-typical (male) vocational aspiration could be explained to a small extent via gender-role orientations, interest in Mathematics and gender associations of school subjects; for girls, the factors under consideration could be empirically linked to ‘atypical vocational aspiration’. Teacher gender only has an impact among girls: if girls are taught by a female Mathematics teacher, they perceive the subject as a bit more female and show a higher interest in this subject. Their likelihood of having a gender-atypical vocational aspiration is a bit higher than among girls with a male Mathematics teacher who perceive the subject as a bit less female and, thus, show somewhat lower interest in this subject. Conclusions: There are still links – although weak – between gender stereotypes and vocational aspirations. Gender-role orientations are rooted in the family. A sensitisation towards gender stereotypes and their impact on aspirations and career would appear to be meaningful in broadening the vocational perspectives of men and women. | |
| Researchers ; Professionals ; Students ; General public | |
| http://hdl.handle.net/10993/19466 | |
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