The goals of the current study were to examine (1) the relation between parents' gender-typed occupational expectations for their children at age 15 and their children's own reports of occupational expectations at age 17; (2) the long-term relations between parents' gender-typed occupational expectations for their children at age 17 and their children's actual occupation at age 28; and (3) the relation between job satisfaction and having a gender-traditional or nontraditional job. The results indicated that parents' gender-typed occupational expectations were significantly related to children's own expectations and to their actual career choices, and job satisfaction was significantly related to having a gender-typed career. These findings suggest that parents' early gender-typed expectations for their children's occupational achievements were highly related to the actual occupational decisions made by the adult children.
Recent research has shown that men are much more likely than women to pursue college degrees in engineering and computer sciences (Cooper & Weaver, 2003). This finding was further corroborated by a report from the National Science Foundation (2002) showing that women constitute less than 24% of the science and engineering labor force in the United States. In addition, men are more likely than women to be employed in construction, protective service, maintenance, farming, fishing, and forestry occupations, whereas women are more highly concentrated in health care and education occupations (U.S. Census Bureau, 2000). Together, these findings indicate that men and women still choose gender-typed occupations.It is important to note, however, that the occupational choices men and women make are not necessarily made independently. There can be a number of explanations for the continuing gender difference in occupational 215
Despite the important role that replication studies play in building scientific evidence, recent reports show that few replications have been conducted in education. The goal of the current study was to examine how many efficacy and effectiveness research grants funded by the Institute of Education Sciences (IES) were replications, what types of replications they represented, and whether applicants explicitly stated their intent to conduct a replication. Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study. The majority of funded grant applications did not explicitly state an intent to conduct a replication.
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