Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

“…While post-secondary degree attainment among women is at its highest level ever (NCES, 2012), secondary education programs such as career and technical education (CTE) remain highly gender segregated despite years of reforms aimed at bringing about greater equity (Eardley & Manvell, 2006;NWLC, 2005;Sayman, 2007). Research suggests that sex typing of jobs begins early in life (Gottfredson, 1981;Patterson, 2012) and is reinforced by the tracking of students into gender-specific education and vocational training programs (Ainsworth & Roscigno, 2005). This sorting mechanism helps perpetuate the cycle of placing women in femaledominated, lower wage fields and contributes to the persistence of the gender wage gap (Ainsworth & Roscigno, 2005;Compton, Laanan, & Starobin, 2010;Sayman, 2007).…”

“…Research suggests that children use gender-role knowledge to make judgments about themselves in terms of activity and occupational preferences as early as elementary school (Patterson, 2012). Mastekaasa & Smeby (2008) found that students who selected majors in gender traditional fields more frequently exhibited an early preference for the program they enrolled in, making the decision during their childhood or youth years.…”

“…While males seem to seek out status, primarily money and power (Weisgram et al, 2010;Weisgram et al, 2011), regardless of an occupation's gender role orientation, females eschew status in favor of a female-dominated area. Males, on the other hand, are not as focused on avoiding feminine-typed behaviors and characteristics in terms of activities or occupations (Patterson, 2012).…”

Informal college study groups : gender and group homophily.

“…Before children even enter into school gender differentiation has taken place through play habits (Maccoby and Jacklin 1974;Thorne 1993). Elementary schools have been shown to define gender roles as well as assign certain attributes to males and females (Adler, Kless, and Adler 1992;Patterson 2012). Even at such a young age males and females begin to establish trust with those of the opposite gender (Buzzelli 1988).…”

“…discuss gender in the study group setting, due to being taught from an early age that gender identity and roles are different for males and females, is not far fetched (Adler, Kless, and Adler 1992;Maccoby and Jacklin 1974;Patterson 2012;Thorne 1993). Some differentiation in learning styles has been attributed to gender although the literature in this area lacks any conclusive evidence regarding any differences amongst male and female learning styles (Keri 2002;McCabe 2014).…”