Sex Differences in Vocational Aspirations and Expectations of Pennsylvania Eleventh Grade Students.

Autor/in	Moyer, Kerry L.
Titel	Sex Differences in Vocational Aspirations and Expectations of Pennsylvania Eleventh Grade Students.
Quelle	(1978), (50 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Guidance; Expectation; Grade 11; High School Students; Occupational Aspiration; Occupational Information; Parent Influence; Research Projects; Secondary Education; Self Esteem; Sex Differences; Sex Stereotypes; Work Attitudes; Pennsylvania Educational Quality Assessment + Suchen Sie Ihr Suchwort? Berufsorientierung; Expectancy; Erwartung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufsneigung; Berufsziel; Berufsinformation; Forschungsvorhaben; Sekundarbereich; Self-esteem; Selbstaufmerksamkeit; Sex difference; Geschlechtsunterschied; Work attitude; Arbeitshaltung
Abstract	Occupational aspirations and expectations recorded by the Pennsylvania Educational Quality Assessment were identified for 11th grade students. Analysis of the differences between male and female aspirations and expectations indicates that 47% of all male students and 52% of all female students desired occupations which require postsecondary formal education. Generally, eleventh grade students showed conventional and traditional male-female occupational desires. Males and females reported differences in type of job they expect to attain. The great majority believed they would achieve the occupational status they desired. The three strongest influences upon occupational choice were expected occupation, school achievement, and the type of community in which the student lived. Very few wished to enter their father's field. The desire to obtain a job which paid better and had higher educational requirements than the occupation of the father was significantly related to the student's EQA achievement and self-esteem scores. (BN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC