ERIC Number: ED198297
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Improving Women's Occupational Potential. A Review of the Literature. Summary Staff Report.
A review of literature on improving women's occupational potential was conducted. Most existing theories of occupational development focus on males. However, the beginnings of several theories of women's occupational development have recently been proposed. These are (1) structural theories, revolving around personality traits and ability patterns and (2) developmental theories, emphasizing the stages in the decision-making process involved in occupational choice. Several factors limit women's occupational potential. These include self-concept and the sense of competence; such motivational aspects of occupational development as aspirations, expectations, and attitudes; and the acquisition of educational means to occupational attainment (the acquisition of knowledge, training, and skills through career education, vocational education, and the practical arts). Modeling sex-typed behaviors, sex-stereotyped expectations and attitudes, and different behavioral interaction patterns with male and female students are among ways in which teachers contribute to differences in occupational development. Parental attitudes, expectations, and sex role socialization practices and peer and visual media influences also contribute to sex differences in occupational development. Sex role stereotypes and sex-typed occupational aspirations are modifiable. Therefore, educators must develop and implement effective nonsexist interventions at the elementary and secondary level. (A bibliography containing 267 items is included.) (MN)
Descriptors: Career Education, Change Strategies, Educational Attainment, Educational Practices, Elementary Education, Employment, Employment Level, Employment Patterns, Employment Potential, Family Influence, Females, Literature Reviews, Mass Media, Motivation, Occupational Aspiration, Parent Influence, Peer Influence, Preschool Education, Secondary Education, Self Concept, Sex Differences, Sex Stereotypes, Skills, Social Influences, Socioeconomic Status, Teacher Influence, Vocational Education, Work Attitudes
Publication Type: Information Analyses; Opinion Papers; Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: Commission on Civil Rights, Washington, DC.
Note: For a related document see ED 177 369. Some pages will not reproduce well due to broken print.