scholarly journals Are Girls More Ambitious Than Boys? Vocational Interests Partly Explain Gender Differences in Occupational Aspirations

2021 ◽  
pp. 089484532199166
Author(s):  
Alexandra Wicht ◽  
Ai Miyamoto ◽  
Clemens M. Lechner
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Gender Gap ◽  
Panel Study ◽  
Occupational Status ◽  
Vocational Interests ◽  
Ninth Graders ◽  
Occupational Aspirations ◽  
School Students ◽  
Mediation Analyses

Previous research suggests that girls have higher occupational aspirations than boys before entering the labor market. We investigate whether this gender gap in occupational aspirations generalizes to secondary school students in Germany and illuminate the possible mechanisms behind these purported gender differences. For this purpose, we used a large and representative sample of ninth graders ( N = 10,743) from the German National Educational Panel Study. Adolescents’ occupational aspirations were coded on the International Socio-Economic Index of Occupational Status (ISEI) according to the socioeconomic status of the aspired occupation. Results showed that girls’ occupational aspirations were 6.5 ISEI points higher than boys’ (Cohen’s d = .36). Mediation analyses further revealed that gender differences in vocational interest could explain one-half of the gender gap in occupational aspirations. This suggests that girls’ higher occupational aspirations reflect their specific vocational interests rather than a general striving for higher status and prestige compared to boys.

scholarly journals PAM12 GENDER DIFFERENCES IN THE DIETARY HABITS OF SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 22 ◽  
pp. S416-S417
Author(s):  
I. Karácsony ◽  
R. Sziffer ◽  
A. Pakai ◽  
T. Csákvári ◽  
L. Tóth ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Gender Differences in Spousal Caregivers’ Care and Housework: Fact or Fiction?

2018 ◽  
Vol 75 (1) ◽  
pp. 173-183 ◽  
Author(s):  
Laura A Langner ◽  
Frank F Furstenberg
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Panel Study ◽  
Spousal Caregivers ◽  
Cross Sectional ◽  
Data Set ◽  
Public And Private ◽  
Serious Illness ◽  
Private Care ◽  
Levels Of Care

Abstract Objective Many studies reveal a gender gap in spousal care during late life. However, this gap could be an artifact of methodological limitations (small and unrepresentative cross-sectional samples). Using a data set that overcomes these limitations, we re-examine the question of gender differences in spousal care and housework adjustment when a serious illness occurs. Method We use biannual waves between 2001 and 2015 of the German Socio-Economic Panel Study and growth curve analyses. We follow couples longitudinally (identified in the household questionnaire) to analyze shifts in spousal care hours and housework plus errand hours that occur as a response to the spousal care need. We test for interactions with levels of care need and with gender. Results We found that men increase their care hours as much as women do, resulting in similar care hours. They also increase their housework and errand hours more than women do. Yet at lower levels of spousal care need, women still do more housework and errands because they spent more time doing housework before the illness. Discussion Even in a context of children’s decreasing availability to care for parents, male spouses assume the required caregiving role in systems relying on a mixture of public and private care.

scholarly journals School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

2019 ◽  
Vol 23 (2) ◽  
pp. 279-314 ◽  
Author(s):  
Julia Morinaj ◽  
Andreas Hadjar ◽  
Tina Hascher
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Occupational Status ◽  
Temporal Stability ◽  
Sensitive Period ◽  
School Students ◽  
Swiss Canton ◽  
And Migration

AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.

Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour

2020 ◽  
Vol 21 (1) ◽  
pp. 209-219 ◽  
Author(s):  
Lilith Rüschenpöhler ◽  
Silvija Markic
Keyword(s):  
Secondary School ◽  
Gender Gap ◽  
Gender Relations ◽  
Secondary School Students ◽  
Positive Impact ◽  
Self Concept ◽  
Special Focus ◽  
Cultural Backgrounds ◽  
School Students ◽  
The Impact

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemistry self-concepts. (ii) We investigated the gender relations in chemistry self-concept with a special focus on students’ cultural backgrounds. The results show that chemistry self-concept differs from science self-concept: the gender gap traditionally described in the literature could not be found. Instead, the study suggests that an interaction of gender and cultural background might influence chemistry self-concepts. (iii) We were interested in the influence of the context of chemistry classroom and language on self-concept. In line with the literature, we found that a good relationship with the chemistry teacher seems to have a positive impact on chemistry self-concept. Also, the perception of chemistry language and chemistry self-concepts were strongly correlated. Suggestions are made for practical interventions based on these findings.

scholarly journals SOCIO-EDUCATIONAL CORRELATES OF BULLYING IN THE SCHOOL CONTEXT

2021 ◽  
Vol 2 ◽  
pp. 66-72
Author(s):  
Simona Butnaru
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Positive Behavior ◽  
Bullying Victimization ◽  
School Students ◽  
Language And Mathematics ◽  
Bullying Behavior ◽  
And Mathematics ◽  
Separation From Parents ◽  
One Way Anova

Bullying is an increasingly common problem in schools, associated with negative educational outcomes for both bullies and victims. This study explored the socio-educational family and school variables related to bullying, victimization and positive behavior, such as age, gender, separation from parents, school results, and truancy. In this study 311 students (50.8% boys) have participated, they were aged between 6 and 16 years (M = 11.01, SD = 1.71), enrolled in primary school (47.3%) and in secondary school (52.7%), all were from urban areas. 43.8% of respondents were separated from one or both parents due to divorce (17.4%), parental death (6.1%), migration (20%) or abandonment (0.3%). Bullying, victimization and positive behavior were measured with one standardized scale; the data about school results and attendance of the students was collected from the school registers; family information was self-reported by participants. Because Cronbach’s Alpha for the positive behavior scale was 0.57, lower that 0.7, this scale was not considered for further data analysis. Empirical data for the study was collected before the outbreak of the COVID-19 pandemic. The Mann-Whitney U test showed significant age differences: secondary school students scored higher in aggression than primary school students. We also found significant gender differences in bullying behavior: boys’ reported higher level of aggression. The Independent Sample Student’s t-test indicated gender differences in school results: the boys obtained lower school results in Language and Mathematics than the girls. Separation from one or both parents did not lead to significant differences in bullying behavior, but pupils separated from their parents had fewer school absences than their colleagues not separated from their parents. Pearson’s correlation indicated that students with higher bullying scores, also scored higher on victimization and had higher number of school absences, but had scored lower grades in Language and Mathematics. One-way ANOVA indicated that victimization was influenced by age and bullying was influenced by gender. Also, one-way ANOVA indicated an effect of bullying on school results. Two-way ANOVA showed an interaction effect between gender and separation from parents on bullying. When living with both parents, boys had higher bullying scores, but under separation condition, the boys scored slightly lower than girls. The implications of the results for education and counseling are discussed.

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