The socialization of achievement orientation in females.

Gender differences in leisure-need activity patterns

“…The same needs gender-restricted cell of the matrix (Cell 1) includes leisure activities that would be chosen appropriate to one's gender, though the same underlying needs would be involved. This is similar to Stein and Bailey's (1973) argument that males and females differentially manifest their need for achievement, males through masculine career choice and females through a feminine career choice. In the leisure domain, we can speculate that males might satisfy their need for sensation-seeking by sky diving, while for the same need females might take a cross-country trip.…”

Investigating Forty Years of Stem Research: How Explanations for the Gender Gap Have Evolved Over Time

“…Upon examination of STEM-related literature, the earliest published studies regarding women were introduced in the early 1970s (e.g., Epstein, 1970;Stein and Bailey, 1973;Tangri, 1972); however, this research represents only the beginnings of such work, as the bulk of research related to women's underrepresentation within STEM fields emerged in the 1980s and has grown exponentially since (see Fig. 3).…”

“…Certainly, self-concept was studied in great depth prior to this time (e.g., Lipman-Blumen, 1972;Stein and Bailey, 1973), but a marked increase occurred in the 1990s. For example, Seymour and Hewitt (1994) found that women felt less pressure from parents to complete a STEM major and that self-concept within these fields was related to this dynamic.…”

“…First, an analysis of research published during this time span reveals moderate but notable thematic shifts in the explanations of the underlying causes of the STEM gender gap at the undergraduate level. Specifically, the literature prior to 1980 tended to focus on structural barriers in K-12 (e.g., Fennema and Sherman, 1978), psychological factors, values, and preferences (e.g., Stein and Bailey, 1973), and family influences and expectations (e.g., Lipman-Blumen, 1972). In contrast, and discussed below, later research witnessed an increasing focus on students' backgrounds and their perceptions of STEM fields.…”

Développement vocationnel de l’adulte : vers un modèle en « escalier »

“…Les américains sont socialisés pour réussir mais tout le monde doit négocier avec l'échec (Albrecht et Gift 1975). Une ironie du processus global de socialisation est que, même si les personnes ne sont pas socialisés pour anticiper, prévoir ou s'adapter à l'échec (Stein et Bailey 1973), l'échec et le stress et l'anxiété qui y sont associés sont des entités consistantes et intégrales de l'expérience de la vie adulte (Selye 1973, Albrecht et Gift 1975. Ces considérations de l'expérience de l'échec dans la vie de l'adulte se retrouvent assurément dans le domaine vocationnel.…”