Sex differences in vocational interests.

Finch, F. H.; Odoroff, Maurice E.

doi:10.1037/h0053996

Cited by 10 publications

(6 citation statements)

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“…These studies were possibly the first explicit referrals to a people-things dimension contributing to the sex differences in occupational interests. These sex differences were further confirmed by Finch and Odoroff in 1939 [ 12 ] or more recently by Mozahem and colleagues in Lebanon ( d = 0.8) [ 13 ]. On the basis of these findings it is not surprising that today, many of the occupational sex differences (e.g., few female electricians) have been explained by boys’ and men’s greater interest in things (i.e., mechanical tools, machines, or gadgets) as opposed to an interest in helping people or living beings more broadly, and the reverse for girls and women [ 3 – 5 , 14 , 15 ].…”

Section: Introductionsupporting

confidence: 61%

Sex differences in adolescents’ occupational aspirations: Variations across time and place

Stoet

Geary

2022

PLoS ONE

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We investigated sex differences in 473,260 adolescents’ aspirations to work in things-oriented (e.g., mechanic), people-oriented (e.g., nurse), and STEM (e.g., mathematician) careers across 80 countries and economic regions using the 2018 Programme for International Student Assessment (PISA). We analyzed student career aspirations in combination with student achievement in mathematics, reading, and science, as well as parental occupations and family wealth. In each country and region, more boys than girls aspired to a things-oriented or STEM occupation and more girls than boys to a people-oriented occupation. These sex differences were larger in countries with a higher level of women’s empowerment. We explain this counter-intuitive finding through the indirect effect of wealth. Women’s empowerment is associated with relatively high levels of national wealth and this wealth allows more students to aspire to occupations they are intrinsically interested in. Implications for better understanding the sources of sex differences in career aspirations and associated policy are discussed.

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Section: Introductionsupporting

confidence: 61%

Sex differences in adolescents’ occupational aspirations: Variations across time and place

Stoet

Geary

2022

PLoS ONE

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“…These studies were possibly the first explicit referrals to a people-things dimension contributing to the sex differences in occupational interests. These sex differences were further confirmed by Finch and Odoroff in 1939 [12] or more recently by Mozahem and colleagues in Lebanon (d = 0.8) [13]. On the basis of these findings it is not surprising that today, many of the occupational sex differences (e.g., few female electricians) have been explained by boys' and men's greater interest in things (i.e., mechanical tools, machines, or gadgets) as opposed to an interest in helping people or living beings more broadly, and the reverse for girls and women [3-5, 14, 15].…”

Section: Sex Differences In Occupational Interests and Choicessupporting

confidence: 56%

Sex Differences in Adolescents’ Occupational Aspirations: Variations Across Time and Place

Stoet¹,

Geary²

2021

Preprint

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We investigated sex differences in 473,260 adolescents’ aspirations to work in things-oriented (e.g., mechanic), people-oriented (e.g., nurse), and STEM (e.g., mathematician) careers across 80 countries and economic regions using the 2018 Programme for International Student Assessment (PISA). We analyzed student career aspirations in combination with student achievement in mathematics, reading, and science, as well as parental occupations and family wealth. In each country and region, more boys than girls aspired to a things-oriented or STEM occupation and more girls than boys to a people-oriented occupation. These sex differences were larger in countries with a higher level of women's empowerment. We explain this counter-intuitive finding through the indirect effect of wealth. Women's empowerment is associated with relatively high levels of national wealth and this wealth allows more students to aspire to occupations they are intrinsically interested in. Implications for better understanding the sources of sex differences in career aspirations and associated policy are discussed.

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“…Carter and Strong (1933) found that secondary school girls had higher scores on the Strong Blank for men on the scales for occupations involving language and contact with people, while the scores of boys were lower on most of the scales except those in the science group. Finch and Odoroff (1939) reported similar findings.…”

supporting

confidence: 68%

Interest patterns of a group of high-ability, high-achieving students.

Stewart¹

1959

Journal of Counseling Psychology

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This study investigates three problems which are significant in understanding the nature of vocational interests and in using the Strong Vocational Interest Blank in educational settings. The first concern is with the nature of interest patterns of high-ability students. How many types of patterns occur and in what areas are they found? Are interest patterns of such students different from those of a more heterogeneous group of college students?Reviews (Darley & Hagenah, 1955;Strong, 1943;Strong, 1955, Super, 1949 of studies of relationships betwen intelligence and vocational interests have indicated that the correlations are seldom high enough to be of practical significance for predictive purposes. Strong (1943) reported that 80 per cent of the correlations found ranged between .30 and -.30, with .45 being the highest. He indicated, however, that persons with high ability are likely to have interests similar to those of scientists, public accountants, and writers. They are less likely to have interests similar to those of men dealing with people and with office procedures. Strong (1955) has also questioned the appropriateness of correlational techniques for showing true relationships between interests and abilities. Despite the low correlations, he felt that ability must be important in the development of vocational interests. Perhaps analyses of types and frequencies of interest patterns on the Strong Blank will provide additional insight into this relationship.

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Sex differences in vocational interests.

Cited by 10 publications

References 0 publications

Sex differences in adolescents’ occupational aspirations: Variations across time and place

Sex differences in adolescents’ occupational aspirations: Variations across time and place

Sex Differences in Adolescents’ Occupational Aspirations: Variations Across Time and Place

Interest patterns of a group of high-ability, high-achieving students.

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