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ERIC Number: ED174827
Record Type: Non-Journal
Publication Date: 1979-May
Pages: 559
Abstractor: N/A
Reference Count: N/A
Individual and Familial Correlates of Career Salience among Upwardly Mobile College Women. Final Report.
Guttmacher, Mary Johnson
A case study was conducted using a sample of 271 women selected from a state college by a stratified random cluster technique that approximates proportional representation of women in all four classes and all college majors. The data source was an extensive questionnaire designed to measure the attitudes and behavior of interest. The major dependent variable studied was career salience, defined as follows: the degree to which a woman views work as an important, relatively continuous, activity; considers work important for its intrinsic value and the opportunities it offers for self-expression/accomplishment; and considers career needs in making family decisions. The data analyses tested the power of the deviance and enrichment explanations of the sources of career salience. The findings concerning related individual attributes support the enrichment view, indicating that strongly career-salient women have atypical but internally consistent plans and attitudes based in variant views of the female role. Specifically, career salience is strongly, positively related to self-ratings of ability, educational aspirations/expectations, choosing an occupation that is atypical for women, egalitarian sex role attitudes, and the age one wants to marry and have children. Degree of career salience is strongly, negatively related to the importance of family role-related motivations for college attendance/job choice, desiring to be a teacher, the importance placed on marriage and having children, and the amount of influence and degree of closeness to parents, especially mothers. Career salience also seems to increase gradually during the college years. (Author/BM)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Huron Inst., Cambridge, MA.