| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 104 === A Study of the Connection between Gender Stereotypes and the
Vocational Preferences of Elementary School Students in Kaohsiung City
Abstract
Gender stereotypes have long been rooted in every culture, affecting people’s values and behavior. However, we wanted to look at the possible correlations between gender—and more specifically gender stereotypes—and Taiwanese elementary students’vocational preferences. The subjects recruited for this study were4th -, 5th - and 6th - grade students in elementary schools in Kaohsiung City. A questionnaire survey was employed, and the questionnaires adopted agender stereotype and vocational interest inventory which included the Children’s Gender Stereotype Interest Inventory and the Vocational Interest Inventory for children (2005). A total of 924 valid questionnaires were received, and anindependent sample t-test, one-way ANOVA, Pearson Product-moment Correlation, and Stepwise Multiple Regression analysis were used to analyze the collected data. The conclusions were as follows:
1. Elementary students are (as would be expected) influenced by the gender stereotypes they have learned from their parents and from the whole culture. Boys in particular believe in and are influenced by these stereotypes.
2. These gender stereotypes weaken as students grow older.
3. Parents with a lower educational level display more rigid gender-stereotypical behavior insofar as they tend to assign the housework mainly to wives and daughters. Also, the mothers’ occupation isstatistically significant. Mothers whose jobs are non-technical or labor-intensive have a stronger inclination toward gender-stereotyping than those mothers who are professionals.
4. As for the vocational or occupational stereotypes regarding young students, girls are (supposed to be) more interested in the “arts”while boys are (supposed to be) more interested in “research” and“social and general affairs”.
5. Age and type of family are two statistically significant factors. Younger students and those from single-parent families display a clearer occupational preference than older students and those from two-parent families.
6. Gender stereotypes and occupational preferences are clearly correlated. Boys clearly prefer the traditionally male occupations, and girls clearly prefer the traditionally female ones.
7. From the “housework distribution”in a student’s family, we can predict his or her occupational preferences.
Finally, in accordance with the conclusions, the following suggestions are provided:
1. A more gender-equal distribution of housework at home can help students to develop the concept of gender equality.
2. Students of both genders need to be guided by parents and teachers to explore diverse fields and occupations and develop diverse interests. In this way they can more fully develop their own natural potentials and feel free to choose the fields, occupations, careers they are naturally most interested in and best suited for.
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Keywords: gender stereotypes, occupational tendency, housework distribution, elementary schools
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