‘I'M NOT INTERESTED IN COMPUTERS’: Gender-based occupational choices of adolescents

Rommes, E.W.M.; Overbeek, Geertjan; Scholte, Ron H. J.; Engels, Rutger C. M. E.; Kemp, R.A.T. de

doi:10.1080/13691180701409838

Cited by 63 publications

(43 citation statements)

References 17 publications

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“…Siek et al, 2006). Computer scientists are viewed as single-minded, lacking outside interests, and intelligent but deficient in interpersonal skills; in short they are considered nerds, geeks, or hackers (Cheryan, Plaut, Davies, & Steele, 2009;Margolis & Fisher, 2001;Meeden, Newhall, Blank, & Kumar, 2003;Rommes, Overbeek, Scholte, Engels, & de Kemp, 2007;Yasuhara, 2008). A common view of CS is that one has to sit in front of a computer all day long (Carter, 2006;Yasuhara, 2008).…”

Section: Stereotypes and Beliefs About Csmentioning

confidence: 97%

“…They seek careers that match their interests, allow them to help others, work with people, and provide the opportunity to combine career and family (Beyer & Haller, 2006;Creamer, Burger, & Meszaros, 2004;Keup & Stolzenberg, 2004;Margolis & Fisher, 2001;Sax et al, 2003;Weisgram & Bigler, 2006;Weisgram, Dinella, & Fulcher, 2011;Woszczynski & Shade, 2010). Women desire careers with opportunities for social interaction and nurturing (Carter, 2006;Cross & Madson, 1997;Lippa, 1998;Rommes et al, 2007;Zahn-Waxler, 2000). This study found that women value interpersonal interdependence.…”

Section: Stereotypes and Beliefs About Csmentioning

confidence: 97%

“…their tendency to value careers with opportunities for social interaction and nurturing (Lippa, 1998;Rommes et al, 2007;Zahn-Waxler, 2000).…”

Section: Values and Interestsmentioning

confidence: 98%

See 2 more Smart Citations

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Beyer

2014

Computer Science Education

285

147

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Section: Stereotypes and Beliefs About Csmentioning

confidence: 97%

Section: Stereotypes and Beliefs About Csmentioning

confidence: 97%

See 1 more Smart Citation

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Beyer

2014

Computer Science Education

285

147

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“…Such fears of negative judgements about being a woman particularly come to the fore in qualitative interviews (see e.g. also Rommes et al 2007). In questionnaires, most students in secondary vocational education indicate that they do not agree, with the statement 'Technology is not for girls' (AOB 2002).…”

Section: Personality Types: Masculinity Vs Femininitymentioning

confidence: 99%

Career orientation of secondary school students (m/f) in the Netherlands

Klapwijk

Rommes

2009

Int J Technol Des Educ

Self Cite

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In this paper, a new perspective is developed to promote a positive relationship between young people and technology. An in-depth study of the values young Dutch secondary school students feel are essential in their future profession was made. Following organisational psychologist Edgar Schein, we distinguish career anchors, each with their own core value. These core values show that differences between young people are considerable and explain why it is often so difficult to get grip on the decisive factors in the choice of a career. Although all girls have to deal with the masculine image of technology, they are not a homogenuous group as they pursue different values. Many of the anchors can be fullfilled by following study and career path in technology. However, current careers in technology are insufficiently associated with values such as creativity, service, autonomy and entrepeneurial. The educational system has been emphasizing the functional, expert anchor, but is gradually changing and preparing for the rise of the creative society that has been described by the economist Richard Florida. In contrast with Schein, we show that career anchors can already be indentified in secondary school students and added a new anchor identity.

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“…Occupations are classified by gender from as early as the age of two and a half (Cann & Haight, 1983;Tremaine at al., 1982;O'Keefe & Hyde, 1983;Rommes et al, 2007;Kessels, 2005;Gulz et al, 2007). As demonstrated by Kohlberg (1977), a child will have reached the first stage of gender conceptualization by the age of two (Turner, 1998).…”

Section: Introductionmentioning

confidence: 99%

‘What Will I Be When I Grow up?’ Children’s Preferred Future Occupations and Their Stereotypical Views

Tzampazi¹,

Kyridis²,

Christodoulou³

2013

IJSSR

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This study explores the occupational preferences of 150 kindergarten and elementary school children living in urban, semi-urban and rural areas in Greece and the stereotypes that emerge from the choices they made when they were asked to make a drawing of 'what they would like to be when they grow up' and then to justify that choice. The statistical analysis of the data confirmed the findings made in previous studies: The analysis of variance showed that (a) the stereotypical representation of gender is more frequent among girls, (b) gender affects the choice of gender-typed occupations, as indicated by the boys' more frequent choice of

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‘I'M NOT INTERESTED IN COMPUTERS’: Gender-based occupational choices of adolescents

Cited by 63 publications

References 17 publications

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades

Career orientation of secondary school students (m/f) in the Netherlands

‘What Will I Be When I Grow up?’ Children’s Preferred Future Occupations and Their Stereotypical Views

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