Gender-related individual differences and the structure of vocational interests: The importance of the people–things dimension.

Lippa, Richard A.

doi:10.1037/0022-3514.74.4.996

Cited by 309 publications

(282 citation statements)

References 32 publications

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“…This may be because differences in orientations toward people and things (Dunteman, Wisenbaker, & Taylor, 1978;Lippa, 1998) play a role even among students who have chosen engineering majors. If male engineering students frequently express their love of technology, as they often noted in their open-ended comments, it may raise questions of belongingness for women who do not share this enthusiasm.…”

Section: Discussionmentioning

confidence: 99%

Gender and Achievement-Related Beliefs Among Engineering Students

Heyman

Martyna

Bhatia

2002

J Women Minor Scien Eng

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Section: Discussionmentioning

confidence: 99%

Gender and Achievement-Related Beliefs Among Engineering Students

Heyman

Martyna

Bhatia

2002

J Women Minor Scien Eng

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“…Women more often work in fields where interactions with other persons are necessary (Lippa, 1998), girls' play behavior is more oriented towards dolls than towards mechanical toys (Collaer & Hines, 1995), and girls and women have deeper and more sustained face-to-face friendships, especially with other females (Sherman et al, 2000). Further, girls and women more accurately discriminate between facial emotions than men do (McClure, 2000) and women more accurately remember people's names (Kaess & Witroll, 1955).…”

Section: Explanations For Sex Differences In Face Recognitionmentioning

confidence: 99%

The Role of Gender in Face Recognition

Rehnman¹

2007

PsycEXTRA Dataset

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-EnglishFaces constitute one of the most important stimuli for humans. Studies show that women recognize more faces than men, and that females are particularly able to recognize female faces, thus exhibiting an own-sex bias. In the present thesis, three empirical studies investigated the generality of sex differences in face recognition and the female own-sex bias. Study I explored men's and women's face recognition performance for Bangladeshi and Swedish female and male faces of adults and children. Result showed sex differences, favoring women, for all face categories. Study II assessed boys' and girls' ability to recognize female and male faces from two age-and ethnic groups. The result demonstrated that girls recognize more faces than boys do, but that no sex differences were present for Swedish male faces. The results from Study I and II consistently demonstrate that females show reliable own-sex biases independent of whether the female faces were young, old, or of Bangladeshi or Swedish origin. In an attempt to explain the mechanisms of sex differences in face recognition and the female own-sex bias, Study III investigated men's and women's recognition performance for androgynous faces, either labeled "men", "women", or "faces". The result showed that women told to remember "women" recognized more faces than women told to remember faces labeled "men" or "faces", and that sex differences were present for androgynous faces, regardless of the label. Based on these findings, it is suggested that females' attention is in particular directed towards other females, resulting in an own-sex bias. It is also suggested that there may be a difference in females' and males' orientation toward other individuals. This difference can have a biological base, which together with socialization may result in sex differences in face recognition.Keywords: Face recognition, Sex differences, Own-sex bias, Own-group bias, Attention, Biology, Socialization, Psychobiosocial Sammanfattning -SvenskaAnsikten utgör troligtvis de allra viktigaste objekten för människors sociala samspel. Forskning visar att kvinnor generellt kommer ihåg fler ansikten än män och att flickor och kvinnor är särskilt bra på att minnas andra kvinnors ansikten -de visar en "own-sex bias". "Own-sex bias" innebär att personer är bättre på att minnas ansikten av individer av samma kön i jämförelse med ansikten av personer av motsatt kön. Ett fåtal tidigare studier har undersökt könsskillnader i ansiktsigenkänning. I avhandlingen undersöks hur allmän-giltig könsskillnad i ansiktsigenkänning är och hur allmängiltig kvinnlig "own-sex bias" är. I Studie I studerades kvinnors och mäns förmåga att minnas bangladeshiska och svenska flick-, pojk-, kvinno-och mansansikten. Resultatet visar att kvinnor minns fler ansikten oavsett kategori. I Studie II undersöktes flickors och pojkars förmåga att minnas bangladeshiska och svenska flick-, pojk-, kvinno-och mansansikten. Resultaten i Studie II replikerar resultaten från Studie I, då flickor kände igen fler ansikten än...

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“…The former reflect stable and deep-rooted differences between men and women in their preferences for particular types of tasks, but especially for caring, nurturing, and interactin g with people as opposed to objects. Ceci et al (2009) provide no new evidence in support of this essentiali st claim, but their interpretive review identifies ''pronounced sex differences in occupationa l preferenc es that occur along a 'people-to-obje ct' dimension (Lippa, 1998 ): Women are more likely to pursue people-oriented or organic fields, whereas men with similar mathematics and science ability tend to pursue object-orien ted fields (Webb et al, 2007 ;see Lippa, 2005 , for a review).'' The research reported in these citations 4 Not all STEM majors wind up in STEM occupations (see, e.g., Sassler et al, n.d.); and, conversely, some pathways into the science pipeline emerge late in educational careers (Xie and Shauman, 2003 ).…”

Section: Pipeline and Life Course Modelsmentioning

confidence: 99%

Feeding the pipeline: Gender, occupational plans, and college major selection

Morgan¹,

Gelbgiser²,

Weeden³

2013

Social Science Research

242

200

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a b s t r a c tIn this article, we analyze gender differences in college major selection for respondents to the Education Longitudinal Study (2002)(2003)(2004)(2005)(2006), focusing on educational pathways through college that lead to science, engineering, or doctoral-track medicine occupati ons and to non-doctoral track clinical and health sciences occupations. We show that gender differences in college major selection remain substantial, even for a cohort in which rates of enrollment in postsecondary education are more than ten percent higher for young women than for young men. Consistent with other recent research, we demonstrate that neither gender differences in work-family goals nor in academic preparatio n explain a substantial portion of these differences. However, the occupational plans of high school seniors are strong predictors of initial college major selection, a finding that is revealed only when occupational plans are measured with sufficient detail, here by using the verbatim responses of students. We also find that the association between occupational plans and college major selection is not attributable to work-family orientation or academic preparation. Finally, we find gender differences in the association s between occupational plans and college major selection that are consistent with prior research on STEM attrition, as well as with the claim that attrition also affe cts the selection of majors that are gateways into doctoral-track medicine. We discuss the implications of the predictive power of occupational plans formed in adolescence for understanding sex segregation and for policie s intended to create a gender-balanced STEM and doctoral-level medical workforce.

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Gender-related individual differences and the structure of vocational interests: The importance of the people–things dimension.

Cited by 309 publications

References 32 publications

Gender and Achievement-Related Beliefs Among Engineering Students

Gender and Achievement-Related Beliefs Among Engineering Students

The Role of Gender in Face Recognition

Feeding the pipeline: Gender, occupational plans, and college major selection

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