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Catalogue Information
Field name	Details
Nuova numerazione	74721
Collocazione	UPS BIBL CENTR SL-II-714
Autore	HADJAR, A.
Titolo	Gender stereotypes and gendered vocational aspirations among Swiss secondary school students. Parte componente di periodico
Descrizione fisica	pp. 22-42
Nota generale	Estratto da: Educational Research 2015, 57, 1
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	SCUOLA SECONDARIA.
	SVIZZERA.
	STEREOTIPO.
	IDENTITÀ DI GENERE.
	DIFFERENZA SESSUALE.
	ASPIRAZIONI.
	LAVORO.
	ATTEGGIAMENTI.
	INTERESSI.
	INFLUENZA.
Ambito	Pedagogico
Autore Secondario	AESCHLIMANN, B.
Titolo correlato	Educational Research 2015, 57, 1.
Accesso online	http://ejournals.ebsco.com/direct.asp?ArticleID=4C93B2DB86EC480C7ECF
Accesso online	http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=5c356018-587d-4f81-9bc2-f8233d13249e%40sessionmgr1&bdata=Jmxhbmc9aXQmc2l0ZT1laG9zdC1saXZl#AN=2014-57589-002&db=psyh

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Gender stereotypes and gendered vocational aspirations among Swiss secondary school students.