UNDERSTANDING WOMENS EDUCATIONAL AND OCCUPATIONAL CHOICES - APPLYING THE ECCLES ET-AL MODEL OF ACHIEVEMENT-RELATED CHOICES
UNDERSTANDING WOMENS EDUCATIONAL AND OCCUPATIONAL CHOICES - APPLYING THE ECCLES ET-AL MODEL OF ACHIEVEMENT-RELATED CHOICES
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DOI：
10.1111/j.1471-6402.1994.tb01049.x
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发表时间：
1994-12-01
影响因子：
4
通讯作者：
ECCLES, JS
中科院分区：
文献类型：
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作者：
ECCLES, JS
尽管最近努力增加女性在高级教育培训和高地位专业领域的参与，但女性和男性仍然集中在不同的职业和教育项目中，并且女性在许多高地位职业领域的代表性仍然不足，特别是与物理科学、工程和应用数学相关的领域。 许多因素，从彻底的歧视到与性别角色社会化相关的过程，都促成了这些教育和职业选择的性别模式。 本文总结了埃克尔斯和她的同事在过去 15 年里一直在研究的一系列社会和心理因素，旨在了解女性和男性的职业和教育选择。 本文总结了他们开发的理论模型的主要特征，并概述了该模型关键方面现有的实证支持。 讨论了该模型对于理解性别角色与性别教育和职业决策之间联系的影响。
Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and women are still underrepresented in many high-status occupational fields-particularly those associated with physical science, engineering, and applied mathematics. Many factors, ranging from outright discrimination to the processes associated with gender role socialization, contribute to these gendered patterns of educational and occupational choices. This paper summarizes a set of social and psychological factors that Eccles and her colleagues have been studying for the past 15 years in an effort to understand the occupational and educational choices of women and men. The paper summarizes the key features of the theoretical model they developed and provides an overview of the empirical support now available for key aspects of this model. The implications of this model for understanding the link between gender roles and gendered educational and occupational decisions are discussed.