A Comparison of Male and Female High-Tech Students on Career, Home, and Leisure Values.

Autor/inn/en	Cooper, Stewart E.; Robinson, Debra A. G.
Titel	A Comparison of Male and Female High-Tech Students on Career, Home, and Leisure Values.
Quelle	(1984), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Career Choice; Career Development; College Freshmen; Engineering Education; Family Life; Higher Education; Leisure Time; Nontraditional Occupations; Role Conflict; Role Models; Science Education; Sex Differences; Sex Role; Values; Work Attitudes + Suchen Sie Ihr Suchwort? Berufsentwicklung; Studienanfänger; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Freizeit; Non-traditional occupations; Alternatives Berufsfeld; Rollenkonflikt; Identifikationsfigur; Naturwissenschaftliche Bildung; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Wertbegriff; Work attitude; Arbeitshaltung
Abstract	Research on the values of women in traditional and nontraditional careers has produced differential results. To compare the home, career and leisure value orientations of college students in high-tech majors, 100 male and 100 female freshmen enrolled in science and engineering majors completed Super's Work Salience Inventory (1983). Results of discriminant, functional, and correlational analyses showed that the female participants scored higher on the career related value scales (task completion, job involvement, meaning from work, and career importance) and the leisure importance scale. They also evidenced more conflict between home and career values. Male students scored as high as female students on the home value scale when their meaning from work scale was not extremely high. Both sexes were equivalent on the importance of economic support and job specificity. Finally, occupational status of the mother was influential for female students but not for males. (MCF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01