Cultural Stereotypes and Professional Self-Socialisation in the Transition from Education to Work

Autor/in	Orupabo, Julia
Titel	Cultural Stereotypes and Professional Self-Socialisation in the Transition from Education to Work
Quelle	In: Journal of Education and Work, 31 (2018) 3, S.234-246 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orupabo, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2018.1459513
Schlagwörter	Education Work Relationship; Race; Ethnicity; Gender Differences; Labor Market; Immigrants; Job Skills; Minority Groups; Interviews; Student Attitudes; Occupational Aspiration; Foreign Countries; Stereotypes; Sex Stereotypes; Nursing Education; Biomedicine; Computer Science Education; Undergraduate Students; College Graduates; Longitudinal Studies; Career Choice; Majors (Students); Norway + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Labour market; Arbeitsmarkt; Immigrant; Immigrantin; Immigranten; Produktive Fertigkeit; Ethnische Minderheit; Interviewing; Interviewtechnik; Schülerverhalten; Berufsneigung; Berufsziel; Ausland; Klischee; Pflegepädagogik; Biomedizin; Computer science lessons; Informatikunterricht; Hochschulabsolvent; Hochschulabsolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Norwegen
Abstract	A key insight from studies of gender segregation is that the allocation of different groups to different positions in the labour market is strongly related to ascribed status. Shared gendered cultural beliefs generally portray men as more competent and of a higher status than women, and position some workers as more suited than others to perform different types of work and tasks. Yet, although much work has been done on status and gender segregation, this research tends to overlook the intersections of gender, race, and ethnicity. This study contributes to the literature by examining how skills and competence are valued in traditionally gender-segregated professions that have seen an increased influx of immigrants and ethnic minorities. Drawing on 66 qualitative interviews with Norwegian students, the study analyses, first, how gender, racial, and ethnic stereotyping of tasks and competencies affect the students' aspirations in transition from education to work, and second, how the intersection between race, ethnicity, and gender plays out quite differently in different professions. Theoretically, I develop the concept of 'professional self-socialisation', which points to the process whereby individuals adapt and redefine their aspirations to the gendered, ethnic, and racial hierarchy of suitability within their profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01