Display options
Cite
Hyde JS, Petersen J. Gender-Related Academic and Occupational Interests and Goals. 2014;47:43-76doi: 10.1016/bs.acdb.2014.04.004.
Hyde, J. S., & Petersen, J. (2014). Gender-Related Academic and Occupational Interests and Goals. 4743-76. https://doi.org/10.1016/bs.acdb.2014.04.004
Hyde, J S, and Petersen, J. "Gender-Related Academic and Occupational Interests and Goals." vol. 47 (2014): 43-76. doi: https://doi.org/10.1016/bs.acdb.2014.04.004
Hyde JS, Petersen J. Gender-Related Academic and Occupational Interests and Goals. 2014;47:43-76. doi: 10.1016/bs.acdb.2014.04.004. UIID-AD: 581.
Copy Download .nbib Format: NLM
Share it on

2014;47:43-76. doi: 10.1016/bs.acdb.2014.04.004.

Gender-Related Academic and Occupational Interests and Goals.

J S Hyde, J Petersen

UIID-AD: 581 DOI: 10.1016/bs.acdb.2014.04.004

Abstract

This chapter reviews the theories and empirical evidence concerning whether gender differences in academic and occupational goals and interests exist, and if so, why those differences may be present. Expectancy-value theory, stereotype threat, sociocultural theory, and the gender similarities hypothesis lay the theoretical framework for this chapter. Following a brief review of these theories, we describe the evidence for gender differences in academic ability and occupational interests and goals, using meta-analytic reviews wherever possible. Although there are few gender differences in academic ability, some gender differences in occupational goals and interests persist, particularly in science and mathematics. These gender differences may be due to parental or cultural expectations, changes in developmental trends, stereotypes and discrimination, or gendered-expectations to achieve work family balance. Overall, the pathways to adult occupations are complex, involving many factors that affect occupational goals, interests, and self-concept.

Publication Types