ERIC Number: ED200756
Record Type: Non-Journal
Publication Date: 1981-Apr
Reference Count: N/A
Factors Discriminating between Females Electing Traditional and Nontraditional Programs of Vocational Study in High School.
Handley, Herbert M.; Walker, Ronald D.
A study was conducted to describe the relationship of the attitudes of significant others and other career-influencing factors to the attitudes which both traditional and nontraditional female students in vocational education have toward nontraditional work roles for men and women. Another facet of the study was to determine whether these attitudes, in association with other career influences, are predictors of female students' decisions to elect to study in high school programs in vocational education considered nontraditional for their gender. Through a post-facto study of 406 females in high school vocational courses, the hypothesis was supported that attitudes of significant others, such as parents, teachers, administrators and peers, as well as the attitudes of students, themselves, are influential in the development of work-role/sex-role attitudes of adolescent females. Attitudes of teachers, of the subjects themselves, and of male peer groups were found to be significant discriminators between females studying in traditional programs and their peers studying in nontraditional programs of technical and industrial education. Implications of the study include the need for non-sex-stereotyped counseling for female students in selecting vocational courses, and perhaps parent education courses to assist parents in perceiving the broader employment opportunities available for women. (Author/KC)
Descriptors: Comparative Analysis, Family Influence, Females, High Schools, Influences, Nontraditional Occupations, Occupational Aspiration, Parent Attitudes, Peer Influence, Sex Role, Sex Stereotypes, Student Attitudes, Students, Teacher Attitudes, Teacher Influence, Vocational Education, Work Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A