Sex-role stereotypes have been defined as the constellation of psychological traits that characterize one sex more than another. This thesis investigates the role of eight independent variables--gender, classification of student, socioeconomic status of the parents, mother's employment outside the home, family structure, parental education level, size of school, and nationality of student--in sex-role stereotyping among students. Two instruments, a demographic sheet and the Occupational sex-role stereotyping sheet, were used. The sample of 170 secondary students (80 males, 90 females) was used to make 24 comparisons. Results supported the following generalizations: (1) Male secondary school students have greater occupational sex-role stereotyping than female students; (2) The independent variables mother's employment outside the home and socioeconomic status of the parents should be examined concurrently with occupational sex-role stereotyping; and (3) The independent variables size of school and classification of student should also be examined concurrently with occupational sex-role stereotyping. Findings support studies that show boys as being more aware of sex roles than girls, as well as reports that males record higher mean sex-role stereotyping scores than females. Contains 37 references. Five appendices contain two survey instruments, an instruction sheet, and two letters regarding permission. (RJM)