Date Approved

5-2-2000

Embargo Period

6-24-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

College majors; College students--Attitudes; Gender identity; Sex differences (Psychology) in adolescence; Women in mathematics; Women in science

Disciplines

Educational Psychology

Abstract

Differences between males and females in cognitive skills during adolescence are trivial, but despite this absence of differences females are less likely to pursue advanced courses in math and science, and those who do are more likely to drop out before finishing. This has implications, because some females may have personality characteristics that lead them away from stereotypical careers. The consensus of the research is that females are not encouraged to pursue careers in math and science because they are seen as masculine careers. This study examined gender identity and how it correlates with academic major and career choice in males and females.

The sample consisted of thirty-six undergraduate students from a southern New Jersey University. There were seven males and twenty-nine females, from various academic majors. All participants volunteered for the study. Two tests were administered. The first was the Bem Sex-Role Inventory, the second a demographic information sheet compiled by the researcher. A Pearson Product Moment Correlation was calculated between the gender identity score and the value assigned to the subject's choice of occupation. Correlations were not significant, but the data collected has interesting implications for future research.

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