ERIC Number: ED192827
Record Type: RIE
Publication Date: 1979-Jun
Reference Count: 0
Wanted for Breaking with Tradition and Entering Today's Careers: Summary Report.
Derryberry, Carla; And Others
A career aspiration profile was administered to 1,350 randomly selected students from Houston area high schools, two-year colleges, and four-year institutions in order to determine the factors which still function as barriers to the entrance of both women and men into non-traditional careers. The career profile solicited information concerning: (1) student occupational aspirations; (2) the salaries students expected to earn; (3) their future educational plans; (4) the role of parents and other adults in influencing occupational choice; (5) the occupational training desired by students; (6) the job-seeking skills they needed to develop; (7) student attitudes concerning the sex-appropriateness of 22 occupational-technical fields; (8) the reasons students felt certain occupations were not appropriate for their sex; (9) the reasons they would be reluctant to enter a non-traditional career; and (10) student perceptions of the usefulness of various methods of recruiting students into non-traditional careers. Summary findings, based on responses from 553 men and 736 women, indicate that while students at all levels felt that most occupational fields were suitable for both sexes, the majority of the respondents still expected to enter occupations traditionally associated with their sex. The survey report details findings for each questionnaire item and provides summary conclusions and the questionnaire. (JP)
Descriptors: Career Choice, College Students, Community Colleges, Enrollment Influences, Females, Males, Nontraditional Occupations, Occupational Aspiration, Parent Influence, Postsecondary Education, Secondary Education, Secondary School Students, Sex Stereotypes, Student Attitudes, Student Recruitment, Surveys, Tables (Data), Teacher Influence, Two Year College Students, Vocational Education
Publication Type: Tests/Questionnaires; Reports - Research
Education Level: N/A
Authoring Institution: Houston Community Coll. System, TX.
Identifiers: Texas (Houston)