Facilitating the career development of gifted young women

Hollinger, Constance L.

doi:10.1080/02783199109553338

Cited by 34 publications

(21 citation statements)

References 22 publications

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“…These early experiences of boys and girls aid in the construction of the concept of self and result in different types of thought processes or schemata that are different in content and form for women and men (Bem, 1981;Markus & Oyserman, 1989;Neisser, 1976). Hollinger (1991) states, "of all the existing barriers, sex-role socialization's impact on the child's developing self-belief system is the most pervasive and limiting" (p. 136). Bakker (1990) has shown that certain behaviors stimulate specific areas of the brain, causing increased acquisition of knowledge.…”

Section: Interaction and Socializationmentioning

confidence: 99%

“…The importance of gender-role formation and its influence on educational and vocational choices have been investigated by Bem (1981), Eccles (1985), Fox and Cohn (1980), Hollinger (1991), and Nash (1979). Each of these investigators paid special attention to the way gender-role socialization may affect girls' educational and occupational choices.…”

Section: Socialization Processmentioning

confidence: 99%

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Intentions of young students to enroll in science courses in the future: An examination of gender differences

1999

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This study examined young students' perceptions of gender‐appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p ≤ 0.01). When students selected science courses for the opposite gender, the evidence of gender‐role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology‐related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined. © 1999 John Wiley & Sons, Inc. Sci Ed 83:55–75, 1999.

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Section: Interaction and Socializationmentioning

confidence: 99%

Section: Socialization Processmentioning

confidence: 99%

Intentions of young students to enroll in science courses in the future: An examination of gender differences

1999

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“…These constructs equip the client to personally choose appropriate career goals and negotiate new life roles with significant others, which is crucial for action (Bolsinger & McMinn, 1989;Hollinger, 1991;McBride, 1990;Stoltz-Loike, 1992;Zunker, 1994).…”

Section: Equipping and Empowering-planning For The New Startmentioning

confidence: 96%

“…Recent trends in counseling have asserted that career counseling for women can be broader in scope, more encouraging, and more psychosocial than normally conceived, and can emphasize the development of skills for successful multiple role management (Hollinger, 1991). Therefore, a personal counseling approach is appropriate when the presenting problem is a career decision (Betz, 1992;Cook, 1994;Davidson & Gilbert, 1993),as is consideration of career satisfaction when a female client presents with inferiority, depression, or guilt (Propst, 1982).…”

Section: An Effective Approachmentioning

confidence: 98%

“…When dealing with women espousing Christian beliefs, counselors should be conscious of their reaction to religious values (Ivey, Ivey, & Simek-Morgan, 19931;Larsen, 1978). Also, anyone who counsels women should be aware of the extent to which they harbor negative attitudes toward either career women or those who work at home (Fielding, 1987) and must respect the capability of the client to make life choices (Fielding, 1987;Hollinger, 1991).…”

Section: Initial Stage Of Therapy-attitudesmentioning

confidence: 99%

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A Stage Approach to Career Counseling With Christian Women

Hughes

Brame

Vaughn

et al. 1998

Counseling and Values

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Multipotentiality, Giftedness, and Career Choice: A Review

Rysiew¹,

Shore²,

Leeb³

1999

Jour of Counseling & Develop

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The giftedness and career‐choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career‐choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea.

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Facilitating the career development of gifted young women

Cited by 34 publications

References 22 publications

Intentions of young students to enroll in science courses in the future: An examination of gender differences

Intentions of young students to enroll in science courses in the future: An examination of gender differences

A Stage Approach to Career Counseling With Christian Women

Multipotentiality, Giftedness, and Career Choice: A Review

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