Gender differences in adolescent academic achievement, interests, values and life-role expectations
Gender differences in adolescent academic achievement, interests, values and life-role expectations
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DOI：
10.1080/1359813042000225320
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发表时间：
2004-06-01
影响因子：
1.8
通讯作者：
Telfer, JA
中科院分区：
文献类型：
--
作者：
Lupart, JL;Cannon, E;Telfer, JA
本研究的目的是调查青少年在学业成就、兴趣、价值观和未来生活角色选择方面的性别和年龄差异。一项基于埃克尔斯成就相关选择模型的调查对 1419 名学生进行了调查。结果表明，年龄较小的学生通常比年龄较大的学生对学校和未来的成人生活角色更加积极。研究发现，主要的性别差异在英语/语言艺术方面有利于女性，在科学方面有利于男性。发现了对未来职业抱负的性别典型偏好，男性选择科学和信息技术相关职业，女性选择艺术和健康职业作为首选。研究结果与埃克尔斯模型一致，并支持性别和年龄影响青少年学生选择的观点。许多国家正在经历基于性别的公平参与劳动力的总体趋势。最近的一份报告（加拿大统计局，2003 年）表明，20 世纪 90 年代，妇女在需要大学准备的高素质职业方面取得了巨大进步，截至 2001 年，她们占劳动力总数的 46.7%。尽管出现了这一看似积极的趋势，但女性在工程和应用科学大学课程中的代表性仍然严重不足（27%为女性）（加拿大统计局，2004年），因此不太可能提高相关职业的参与水平。事实上，特定学科内的性别比较显示，对于土木、机械、电气和化学工程学科，男性参与度为 92%，女性参与度为 8%，存在惊人的差异。数学家、系统分析师和计算机程序员的统计数据仅稍好一些，男性就业率为 72%，女性就业率为 28%
The objective of this research was to investigate adolescent gender and age differences in perceptions of academic achievement, interests, values and future life role choices. A survey based on the Eccles Model of Achievement Related Choices was administered to 1419 students. Results indicated that younger students were generally more positive about school and future adult life roles than older students. Major gender differences were found favoring females in English/language arts, and males in science. Gender typical preferences were found for future career aspirations with males selecting science and information technology related careers, and girls selecting artistic and health professions as top choices. The findings are congruent with Eccles Model and support the notion that gender and age influence adolescent student choices.Many countries are experiencing a general trend toward equitable gender-based participation in the labor force. A recent report (Statistics Canada, 2003) indicates that during the 1990s women made dramatic advances in the highly qualified professions requiring university preparation and that as of 2001 they represent 46.7% of the total labour force. Despite this seemingly positive trend, females continue to be significantly underrepresented in engineering and applied sciences (27% females) university programs (Statistics Canada, 2004) and as such are not likely to increase levels of participation in related careers. Indeed gender comparisons within specific disciplines revealed that for the civil, mechanical, electrical, and chemical engineering disciplines there is an alarming discrepancy of 92% male versus 8% female participation. The statistics for mathematicians, system analysts, and computer programmers were only slightly better, with 72% male versus 28% females employed