ERIC Number: ED179458
Record Type: RIE
Publication Date: 1979-Nov-21
Reference Count: 0
Differences in Female and Male Self-Concepts: Implications for an Educational Intervention.
Scott, Kathryn P.
The paper examines the self-concepts of males and females in relation to academic achievement and describes a current educational intervention project at the junior high school level. A major portion of the paper reviews literature on sex differences for the variables of sex-role and achievement orientation. The literature reveals significant differences between females and males in their orientation toward achievement. Aspirations and expectations appear correlated with notions of traditional sex-role behavior and appropriate masculine and feminine personality traits. Research also indicates that curriculum intervention projects are more effective in changing notions about sex-role behavior with adults rather than children. The final section briefly describes the goals of the current project. Goals are to expand students' self-concepts to include a wide range of possibilities for behavior and to increase their academic performance in subject areas which have been traditionally viewed as more appropriate for either males or females. Materials have been developed for a social studies unit, Decisions About Roles. Students have the opportunity to gather knowledge, examine their values, explore alternatives, make decisions and then act upon them. Pre- and posttests for the unit include sex-role inventories, occupational attitudes and aspirations, and participation and confidence in decision making. (KC)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Portland, OR, November 21, 1979)