ERIC Number: ED160813
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
Elementary School Children's Views of Occupational Roles. Research Reports, Volume III, Issue III.
Scheresky, Ruth F.
A study was undertaken to explore the sex stereotypic views that children hold of occupational roles and to determine differences in such attitudes among ages, between boys and girls, between children from one-parent and two-parent families, between children whose mother may or may not be employed outside the home, and in relation to the child's placement in the family. A random sample was chosen of 300 children in central Iowa, consisting of twenty-five boys and twenty-five girls at each of the following age levels: six, eight, and ten; and at each of the location factors: rural and suburban. To gather the data, informal personal interviews were conducted using the Occupational Role Stereotype Scale, an instrument comprised of photographs of occupational roles and a questionnaire, and designed to compare views of each individual to the traditional stereotypic views. The following conclusions were drawn from an analysis of the data: (1) children perceive occupations as the role of one sex or the other according to traditional stereotypes; (2) the older the children the more open they are to accepting less sex-typed roles in occupations; and (3) variables of the mother's employment outside the home, one- or two-parent families, sibling order, and location (whether rural or suburban) have no significant effect on children's acceptance of sex-typed occupational roles. An implication of this study is that elementary schools can and should play an influential role in reducing children's stereotypic conceptions. (ELG)
Descriptors: Age Differences, Birth Order, Childhood Attitudes, Elementary Education, Employed Parents, Occupations, One Parent Family, Parent Influence, Rural Urban Differences, Sex Differences, Sex Role, Sex Stereotypes
Research Institute for Studies in Education, College of Education, Iowa State University, Ames, Iowa 50011
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Iowa State Univ. of Science and Technology, Ames. Research Inst. for Studies in Education.
Note: Not available in hard copy due to poor print quality of original document