Boys' and Girls' Educational Choices in Secondary Education. The Role of Gender Ideology

Autor/inn/en	van der Vleuten, Maaike; Jaspers, Eva; Maas, Ineke; van der Lippe, Tanja
Titel	Boys' and Girls' Educational Choices in Secondary Education. The Role of Gender Ideology
Quelle	In: Educational Studies, 42 (2016) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Gender Differences; Track System (Education); Longitudinal Studies; Career Choice; Secondary School Students; Futures (of Society); Self Concept; Path Analysis; Preferences; Sex Stereotypes; Foreign Countries; Statistical Analysis; Role; Student Attitudes; Occupational Aspiration; Germany; Netherlands; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leistungsgruppe; Leistungsdifferenzierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Future; Society; Zukunft; Selbstkonzept; Pfadanalyse; Ausland; Statistische Analyse; Rollen; Schülerverhalten; Berufsneigung; Berufsziel; Deutschland; Niederlande; Schweden; Großbritannien
Abstract	This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is "appropriate" male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys' occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01