Gendered career expectations in context: the relevance of normative and comparative reference groups

Beckmann, Janina

doi:10.1080/01425692.2021.1914547

Cited by 8 publications

(5 citation statements)

References 56 publications

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“…In general, there are no very significant differences in gender inequality between developing and developed countries. The presence of women in the STEM fields in both developing and developed countries tends to be low compared to men, which has occurred since the secondary and higher education levels [10,[12][13][14]. On the other hand, men are particularly likely to be attracted to STEM fields, especially in technology [1,15,16].…”

Section: Resultsmentioning

confidence: 99%

Gender Inequalities in STEM Careers in Developed and Developing Countries

Gunawan¹,

Mulyadi²,

Kustiawan³

2022

Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021)

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Gender inequalities in careers has been an issue for a long time in many parts of the world. Even in the country with the best rates of gender equality in the world, gender inequalities persist across many professions. One of the career fields where there is a lot of gender inequality is science, technology, engineering, and mathematics (STEM), which in this field is still dominated by men. This study aims to discuss gender inequalities that occur in STEM careers in developing and developed countries. The method used is a systematic literature review using a number of relevant articles from various journals. After the screening process, a number of articles obtained were studied further. As a result, many women experience gender gaps or biases in STEM careers. These gaps occur mainly in developing countries, although the results are not very significant. The gaps are felt especially in women who already have children, because their productivity is considered to decrease when they become a mother. In addition to the difficulty of women to get promotions, inequality also occurs in the provision of wages, where women sometimes get lower wages than men.

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Section: Resultsmentioning

confidence: 99%

Gender Inequalities in STEM Careers in Developed and Developing Countries

Gunawan¹,

Mulyadi²,

Kustiawan³

2022

Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021)

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“…Присвоение значимому Другому данного статуса неслучайно и может быть объяснено с помощью совпадения ценностных ориентаций личности с представлениями о значимом Другом (А. Л. Журавлев и И. А. Соина [33]), и сформированной идентичности, способствующей принятию общих взглядов (А. Н. Кимберг и А. А. Таганова [34]). Как показано J. Beckmann, в процессе профессиональной идентификации происходит интерпретация своих способностей на основе сравнения с значимым Другим [19]. Это может стать основной для переосмысления собственной самоэффективности, которая, по мнению A. Bandura, действует через когнитивные, аффективные и мотивационные процессы, приводящие к изменению поведения [35].…”

Section: обзор литературыunclassified

“…В то же время Е. В. Майстренко и В. И. Майстренко констатируют, что при этом у студентов первых курсов в категорию значимых Других редко попадают возлюбленные [13]. В зарубежных исследованиях в качестве значимых Других рассматриваются наставники (K. A. Bettin [14]), преподаватели (L. Wong, M. Yuen, G. Chen [15]), родители (M. U. Din [16]; M. Nordin, H. C. Seng [17]; A. Ulrich, A. Frey, J. J. Ruppert [18]), сверстники и друзья (J. Beckmann [19]). И несмотря на то что подтверждается воздействие данных лиц на карьерные представления молодых людей и построение ими профессиональных планов, это влияние, по мнению авторов статьи, недостаточно раскрыто.…”

Section: Introductionunclassified

The significant other in professional path planning and readiness for scientific activity: The case of Russian students and postgraduates

Prokhorova,

Savicheva,

Kozlova

et al. 2023

Obraz. nauka

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Introduction. The formation of professional plans by student youth is going on under the influence of significant others. The circle of significant others is suffering profound transformations in the conditions of changing cyber-technological paradigm, overflowing traditional family circle, friends, school masters (mentors), and needs clarification. The orientation and intensity of the impact of significant others on the modern educated youth’s professional planning are not sufficiently studied. Solving the task of staff renewal in the Russian scientific sphere shows the necessity to reveal the roles of significant others in Russian students’ and postgraduates’ readiness to build a scientific career.Aim. In this research, the significant other is a really existing or imaginary person, who significantly influences student professional path planning, when a student identifies himself/herself with the significant other. The present research aims to reveal significant others, who influence professional plans of Russian students and postgraduates, and to establish the nature of its impact; to elicit the role of significant others in the students’ and postgraduates’ readiness to build a scientific career.Methodology and research methods. A three-part questionnaire was applied to collect data. In the first part, general information about the respondents was collected. The second part included three stages, which allowed the authors to identify three significant others, who influenced the respondents’ professional plans, as well as to discover the nature of this influence. In the third part, the respondents reported about their readiness to build a scientific career. Primary data processing was carried out with the help of content-analysis. Secondary data processing involved descriptive statistics methods, non-parametric Pearson test, χ2, qualitative analysis. 1026 young people aged from 17 to 35, whose average age was 21, took part in the investigation. There were 951 students and 75 postgraduates from 10 Russian universities.Results. It was established that significant others influence the respondents’ professional plans positively, neutrally and negatively. The positive impact prevails sharply over the neutral and negative ones. Over one-third of the students and postgraduates find it difficult to identify significant others. Among the significant others, there are both real people, who live now or have lived in the past, and imaginary characters. The real significant others can be subdivided into two groups: distant and close community. The role of significant other from distant community predominates over the influence of close community representatives.Scientific novelty. The authors designed the empirical model of significant others influencing the professional path planning. It was revealed that the students and postgraduates, who are not ready to become scientists, less often plan their professional paths under the influence of significant others from scientists and discoverers, than the other respondents. The hierarchical structures of students’ and postgraduates’ significant others have different readiness levels (from five to seven) to build a scientific career and have various component composition. In addition, a higher rank of scientists and discoverers as significant others in the sampling of future scientists should be noted.Practical significance. The obtained results, which deepen the understanding of the mechanism of professional identification and career decision-making, can be used in the practice of professional orientation and career counselling for young people. Since most students and postgraduates have difficulties in building professional plans or identify themselves with fictional characters or people involved in the public spheres like culture, art and mass media, the right choice of content and channels of professional propaganda can encourage young people to get a higher education and choose educational areas that are socially significant for the country.

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“…Boys are more likely than girls to be encouraged by parents, educators, and teachers to engage with technology (Finsterwald et al, 2012 ; Hallström et al, 2015 ; Mawson, 2007 ). Gender-normative ideas are present in primary school, e.g., when participating in technical education (Sultan et al, 2020 ) and in secondary school with a normative male preference for STEM (Beckmann, 2021 ). Female students within engineering have to fight against these stereotypes in order to make this decision (Gorlov, 2009 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

Goreth

Vollmer

2022

Int J Technol Des Educ

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In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students’ interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg ( N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.

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Gendered career expectations in context: the relevance of normative and comparative reference groups

Cited by 8 publications

References 56 publications

Gender Inequalities in STEM Careers in Developed and Developing Countries

Gender Inequalities in STEM Careers in Developed and Developing Countries

The significant other in professional path planning and readiness for scientific activity: The case of Russian students and postgraduates

Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program

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