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Occupational sex role stereotyping occurs early in children's lives. To understand this process, a study of occupational sex-role stereotyping in seventh-, eighth-, and ninth-grade students (N=178) is presented here. The independent variables were gender, grade level, self-reported grades, participation in career planning activities, family structure, job status of the mother, participation in extracurricular activities, and size of school. Scores on the Occupational Sex-Stereotyping Instrument, as adapted by the researcher, served as the dependent variable. A status survey factorial design was employed resulting in a general linear model. Main effects include: (1) students enrolled in ninth grade had a statistically larger mean Occupational Sex-Stereotyping score than students enrolled in eighth grade; (2) students whose mothers did not work outside the home showed more stereotyping; (3) students with better grades reported less sex-stereotyping. A number of interaction results are reported with important generalizations derived from the interaction of variables. Results are discussed and related to research in the field; recommendations for further study are included. The Demographic Information Sheet, Student Activity Sheet, Occupational Sex-Stereotyping Instrument, Letters to School Administration, Approval Letters, and the Standard Instruction Sheet are appended. (Contains 27 references.) (EMK)

Descriptors: Adolescents, Career Awareness, Career Choice, Gender Issues, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Occupational Aspiration, Occupational Tests, Sex Differences, Sex Role, Sex Stereotypes, Social Change











Autor: Nordby, Steven R.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9437&id=ED417365







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