Of Men and Money: Characteristics of Occupations that Affect the Gender Differentiation of Children’s Occupational Interests

Hayes, Amy Roberson; Bigler, Rebecca S.; Weisgram, Erica S.

doi:10.1007/s11199-017-0846-8

Cited by 21 publications

(19 citation statements)

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“…In addition to our primary interest in developmental processes, we highlight the role of social‐justice issues in the realm of political thought and participation. Collectively, our past research has focused on the formation, function, and revision of youths’ attitudes about social groups, including those based on gender or sex (e.g., Bigler & Liben, , ; Bigler, Hayes, & Liben, ; Hayes, Bigler, & Weisgram, ; Hayes, Pahlke, & Bigler, ; Leaper & Brown, ; Pahlke, Bigler, & Green, ; Pahlke, Bigler, & Martin, ; Pahlke, Hyde, & Allison, ; Patterson, 2012; Patterson & Pahlke, ), race or ethnicity (Bigler & Liben, ; Brown, ; Brown, Mistry, & Bigler, ; Hughes, Bigler, & Levy, ; Pahlke, Bigler, & Suizzo, ; Zucker & Patterson, ), and immigrant status (Brown, ; Brown, Ali, Stone, & Jewell, ; Brown & Lee, ). We sought to bring insights from our past work on these topics to understanding how factors rooted in childhood might relate to the political knowledge, attitudes, and behavior of individuals from diverse social groups.…”

Section: Politics and Child Developmentmentioning

confidence: 99%

“…Children rated the importance of a series of masculine gender/sex‐typed (having a lot of money, being physically strong, being competitive, and liking to brag about yourself) and feminine gender/sex‐typed (being gentle, showing kindness, having nice hair and clothes, and being polite) qualities for being elected as president. Qualities were considered gender/sex‐typed based on past research (Antill, Russell, Goodnow, & Cotton, ; Hayes et al, ; Liben & Bigler, ). Children also rated two gender/sex‐neutral qualities (working hard, working well with others).…”

Section: Attitudes About Gender/sex In Politicsmentioning

confidence: 99%

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Toward a Developmental Science of Politics

Patterson

Bigler

Pahlke

et al. 2019

Monographs Society Res Child

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In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals’ political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social‐justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major‐party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child‐reported parental interest in the election and government‐reported county‐level voting patterns, respectively) hypothesized to predict outcome variables. Although our findings are shaped by the nature of our sample (e.g., our partici...

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Section: Politics and Child Developmentmentioning

confidence: 99%

Section: Attitudes About Gender/sex In Politicsmentioning

confidence: 99%

Toward a Developmental Science of Politics

Patterson

Bigler

Pahlke

et al. 2019

Monographs Society Res Child

Self Cite

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“…Research has shown that men tend to place more value on jobs that yield high income, power, and prestige compared to women (Eccles et al, 1999 ; Abele and Spurk, 2011 ). For instance, even 6- to 11-year-old boys showed greater interest than girls in professions recognized for their lucrative remuneration (Hayes et al, 2018 ). Such gender differences have been found to impede women's STEM pursuits (particularly in math-intensive fields, Eccles et al, 1999 ; Diekman et al, 2010 , 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values

et al. 2018

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Drawing on Eccles' expectancy-value model of achievement-related choices, we examined how work values predict individual and gender differences in sciences, technology, engineering, and math (STEM) participations in early adulthood (ages of 25/27, 6 or 8 years after postsecondary school), controlling for subjective task values attached to academic subjects in late adolescence (11th grade, age 18). The study examined 1,259 Finnish participants using a person-oriented approach. Results showed that: (a) we could identify four profile groups based on five core work values (society, family, monetary, career prospects, and working with people); (b) work-value profiles predicted young adults actual STEM participation in two fields: math-intensive and life science occupations above and beyond academic task values (e.g., math/science) and background information; (c) work-value profiles also differentiate between those who entered support- vs. professional-level STEM jobs; and (d) gender differences in work value profiles partially explained the differential representation of women across STEM sub-disciplines and the overall underrepresentation of women in STEM fields.

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“…The present review shows that gender differences in vocational interests are substantial at age 15-16 in Iceland, when the youngsters traditionally make their first educational or career related choice at the end of compulsory education. Their interests reflect the segregated labor market, as supported by a study indicating that the gender of the worker influences boys' and girls' interests in occupations (Hayes, Bigler, & Weisgram, 2018). Students seem to retain these experiences and early influences, as reflected in gendered educational choices in upper secondary school and tertiary education.…”

Section: Gender Differences In Interests Are Pervasive and Persistentmentioning

confidence: 96%

“…How these socialization processes influence interests in working with people for girls and working with things for boys has not been described in detail, but there are several studies that examine the timeline of the development of gendered activities. Boys age 6-11 years old already showed more interest in jobs allowing for more agentic goals than girls (Hayes, et al, 2018) and the lack of communal goal affordances in STEM careers seems to mediate gender differences in interests (Diekman, Clark, Johnston, Brown, & Steinberg, 2011). A study in preschools in Iceland indicates that children enact gender in their play and that the teachers have essentialist perspectives towards girls and boys (Harðardóttir & Pétursdóttir, 2014).…”

Section: Development Of Gendered Interest and Interventions In Equalimentioning

confidence: 99%

A Quantitative Review of Gender Differences in Vocational Interests in Iceland: Pervasive and Persistent

Einarsdóttir¹,

Rounds

2020

Nordic Journal of Transitions, Careers and Guidance

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Of Men and Money: Characteristics of Occupations that Affect the Gender Differentiation of Children’s Occupational Interests

Cited by 21 publications

References 50 publications

Toward a Developmental Science of Politics

Toward a Developmental Science of Politics

Gendered Pathways Toward STEM Careers: The Incremental Roles of Work Value Profiles Above Academic Task Values

A Quantitative Review of Gender Differences in Vocational Interests in Iceland: Pervasive and Persistent

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