Adolescent Peer Group Communication, Sex-Role Norms and Decisions about Occupations.

Autor/in	Brown, Jane Delano
Titel	Adolescent Peer Group Communication, Sex-Role Norms and Decisions about Occupations.
Quelle	(1980), (47 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adolescents; Assertiveness; Career Choice; College Students; Communication Research; Communication (Thought Transfer); Decision Making Skills; Females; Group Dynamics; Higher Education; Interaction; Interpersonal Competence; Peer Relationship; Sex Role + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Collegestudent; Kommunikationsforschung; Communication; thought; Kommunikation; Gedanke; Weibliches Geschlecht; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Interpersonale Kompetenz; Peer-Beziehungen; Geschlechterrolle
Abstract	Interviews with 588 college students found support for the proposition that sex role norms and interpersonal communication norms and patterns had influenced their occupational decision making as adolescents. Specifically, the findings showed that the adoption of the traditionally masculine sex role norm (as measured by the Bem Sex Role Inventory) by either males or females was associated with higher levels of information seeking regarding occupational choices and with the values of being in control and of being seen as competent on the job. The feminine sex role norm was related to greater flexibility of choice and the values of being of service and being free of competition. The relationships were shown to hold regardless of the gender of the adolescent. Similar relationships were found for the interpersonal communication measures. Dimensions of adolescent peer group interaction were shown to correspond to the sex role dimensions in such a way that masculinity was associated with an assertive communication style while femininity was related to a deferential style of interaction. (Author/FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01