NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED300728
Record Type: RIE
Publication Date: 1988-Apr-4
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between Gender and Job Satisfaction in High-School Students Employed Part-Time.
Rohrbeck, Cynthia A.
A number of studies suggest that demographic characteristics may be related to individuals' satisfaction with their work. If gender does relate to job satisfaction, this relationship might be partly explained by a mediating effect of another set of variables--individuals' reasons for working. Because the effect of socialization on work attitudes is likely to develop during adolescence, this study tested the thesis that female and male adolescents would have different reasons for working at part-time jobs, and that these reasons may impact on their job satisfaction. Male (N=361) and female (N=508) high school students who worked at fast food restaurants completed a structured questionnaire assessing demographic characteristics, family background, educational attainment and goals, and attitudes about work and fast food jobs in particular. Subjects described their past jobs and present duties, reasons for working, satisfaction with their job, and skill development. At the bivariate level, gender was found to relate significantly, but to a small degree, to job satisfaction. It was also found that female adolescents were likely to work for different reasons than male adolescents. Females reported working to learn skills or gain work experience more than did males. The relationship between gender and job satisfaction disappeared after controlling for differences in the reason for working, suggesting that gender did not have a direct impact on job satisfaction. Reasons for working did not account for much of the variance in predicting job satisfaction. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).