Gender Differences in Aspirations and Attainment

Abstract

What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more are addressed in the chapters of this book, following lives over time and in context. The book is both innovative and timely, moving the discussion of gender inequalities forward, providing a dynamic and contextualized account of the way gendered lives evolve. Chapters address the role of institutional structures and the wider socio-historical context in helping young men and women to realize their ambitions. A unique feature is the longitudinal perspective, examining the role of multiple interlinked influences on individual life planning and attainment.

The Gender Gap in Math. Evidences of a Study in the Primary School in the Swiss Canton of Ticino

“…However, although on average girls are more likely to achieve better results, choose to continue their education and seek qualified jobs (Schoon & Eccles, 2014), they are still under-represented in the fields of science, technology, engineering and mathematics, i.e. those areas where more jobs are available and remuneration is higher on average (OECD, 2012).…”

The Supporting Role of Mentees’ Peers in Online Mentoring: A Longitudinal Social Network Analysis of Peer Influence

“…In contexts where objective standards of behavior are unclear or unavailable -as is the case for STEM subjects for girls due to missing female role modelspeers are better role models than grownups; most effective are peers who have a similar or slightly higher experience or status (Schunk, 1987). Same-age female role models are particularly effective in changing the perception of STEM fields as unfeminine (Kessels et al, 2014) and peer support plays an important role in girls' willingness to persist in STEM (Schoon and Eccles, 2014). Peer networks offer opportunities for interaction, observation of others, and facilitate access to activities (Dweck and Goetz, 1978).…”

Parents' Occupations and STEM Vocational Interests of High School Students

“…S druge strane, u istraživanju Ramacija i suradnika (2017) odabir karijere kod adolescenata bio je snažnije povezan s karijerom oca nego majke. Imajući na umu da su socijalizacijski procesi pod utjecajem rodnih normi (Schoon i Eccles, 2014), u istraživanju roditeljskih utjecaja važno je osim spola roditelja, uzeti u obzir i spol učenika (Jacobs i Bleeker, 2004). Prema socijalizacijskim i kognitivnim teorijama, veća je vjerojatnost da će djeca usvojiti ponašanja onih modela koji su im slični te time i ponašanja koja se odnose na spolno stereotipne aktivnosti (Maccoby, 1998).…”