The purpose of this study is to analyze the sources of occupational segregation between men and women. Specifically, three hypotheses are tested. First, do stiff specific training requirements for an occupation increase the likelihood that it is male-dominated, as would be expected from human capital theory? Second, do differences in perceived natural ability between the sexes heavily influence the possibility of an occupation being male- or female-dominated? Finally, do differences in preferences for job attributes between men and women influence the chance of whether an occupation will be male- or female-dominated? The data used in this study cover 495 occupations from 1979 in which on-the-job worker requirements are provided describing workers' level and type of education, natural ability, on-the-job environmental conditions, and physical demands. Occupations are divided into three categories: female-dominated, male-dominated, or neutral. The empirical model uses a multinomial approach to estimate the log of the odds that an occupation is male-dominated relative to being neutral and the log of the odds that an occupation is female-dominated relative to being neutral. The results of this study imply that sizable specific training requirements for an occupation increase the likelihood that it is male-dominated and higher levels of general education requirements increase the possibility that an occupation is female-dominated. There is evidence to support the hypothesis that differences between the sexes' perceived abilities contribute to occupational segregation. Most on-the-job environmental conditions and physical demands do not affect the likelihood that an occupation is male- or female-dominated in contrast to the traditional claim that women prefer more desirable working conditions than men. / Graduation date: 1994

This study examines occupational aspiration and choice of traditional first-time college students utilizing longitudinal data from the Cooperative Institutional Research Program (CIRP). Focus is given to beliefs about the importance of family and money in relation to selection of an occupation that is classified as sex-typed. Change from one occupational category to another is also considered. The dissonance between students' beliefs about the importance of family and money as associated with their sex-typed occupational choice is explored. Understanding students' occupational plans that subsequently determine future prestige, wealth, and status is vital to higher educational professionals who facilitate students in their career selection and major. Therefore, environmental factors of satisfaction with career counseling and academic advising are examined. The U.S. Census Equal Employment Opportunity (EEO) data is applied in the classification of sex-typed occupations. Race and ethnicity is investigated to determine if the same gender patterns exist among cultural groups with regards to their occupational selection. The results indicate that students' occupational aspirations were influenced by their belief regarding the importance of family or money. In addition, their beliefs regarding family and money changed after four years of college with family increasing in importance. Strong beliefs that were, either concordant or discordant with relation to students' gender and occupational choice predicted change after four years of college. Also, race and ethnicity showed some relation to sex-typed occupational aspirations of students. Being Hispanic predicted female sex-typed occupations, while being Asian predicted male sex-typed occupations. However, the results of this study may have been compromised by the extremely skewed representation of an elitist student sample. Thus, future research that includes a more diverse student sample (race/ethnicity, social class, and geographical location) was recommended for validation of this study's findings.

This study sought to determine if different factors had influenced females and males to select engineering/science-related studies at the Texas Academy of Mathematics and Science (TAMS). The data were collected in the fall semester in 1997 at TAMS located on the University of North Texas campus from a survey of factors reported in the literature that had influenced students to enroll in engineering/science-related curriculum.

by Josephine Shui-fun Law. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 46-62). / ACKNOWLEDGEMENT --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES --- p.iii / LIST OF APPENDICES --- p.iv / ABSTRACT --- p.1 / Chapter CHAPTER I -- --- Introduction --- p.2 / Sociological Factors Socioeconomic Status --- p.5 / Psychological Factors Achievement Motivation --- p.6 / Self-Esteem --- p.7 / Sex Role Orientation --- p.8 / Gender differences on Aspirations Educational Aspiration --- p.11 / Career Aspiration --- p.12 / Purpose of the Study --- p.14 / Chapter CHAPTER II -- --- Method Subjects and Data Collections --- p.15 / Instruments --- p.16 / Chapter CHAPTER III -- --- Results --- p.23 / Chapter CHAPTER IV -- --- Discussion --- p.34 / REFERENCES --- p.46

by Lau Chun Kwok. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 136-144). / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.v / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Gender Differences in Occupational Attainment --- p.3 / Chapter 1.2 --- Influences of Education on Occupational Differences --- p.5 / Chapter 1.2.1 --- Women--the Inferior Species? --- p.6 / Chapter 1.2.2 --- Approaching Equality? --- p.7 / Chapter 1.3 --- Significance of the Study --- p.10 / Chapter 2. --- REVIEW OF LITERATURE --- p.12 / Chapter 2.1 --- The Psychological Perspective --- p.12 / Chapter 2.1.1 --- Cognitive Differences between the Sexes --- p.12 / Chapter 2.1.2 --- Motivational Aspects: Difference in Self-confidence and the 'Fear of Success' Syndrome --- p.13 / Chapter 2.1.3 --- Differential Socialization --- p.16 / Chapter 2.1.4 --- Sex Role Theory --- p.17 / Chapter 2.2 --- Empirical Studies in the Psychological Perspective --- p.19 / Chapter 2.2.1 --- Causes of Differences and Prospects for change --- p.21 / Chapter 2.2.2 --- A Misinformed Misery? --- p.25 / Chapter 2.2.3 --- Missing Subjects in the Socialization Model --- p.28 / Chapter 2.3 --- The Sociological Perspective --- p.30 / Chapter 2.3.1 --- Functionalist Explanations --- p.30 / Chapter 2.3.2 --- Status Attainment Research --- p.32 / Chapter 2.4 --- The Feminist Critique --- p.34 / Chapter 2.5 --- Summary: Statement of Research Questions --- p.38 / Chapter 3. --- RESEARCH DESIGN --- p.45 / Chapter 4. --- BACKGROUND PROFILES OF INTERVIEWEES --- p.54 / Chapter 5. --- CAREER CHOICES AND EXPERIENCES --- p.68 / Chapter 5.1 --- Typical Ideal Occupations --- p.68 / Chapter 5.2 --- Vocational Preparation and Actual Openings --- p.69 / Chapter 5.3 --- Job Specifications --- p.72 / Chapter 5.4 --- Social Relations in the Workplace --- p.77 / Chapter 5.5 --- Overtime Work and Learning Opportunities --- p.83 / Chapter 5.6 --- Being Young: Little Girl vs Young Man --- p.85 / Chapter 5.7 --- Summary --- p.87 / Chapter 6. --- SCHOOL LIFE AND PREPARATION FOR WORK --- p.90 / Chapter 6.1 --- Irrelevance of School Formal Curriculum --- p.91 / Chapter 6.2 --- Insignificance of Arts/Science Demarcation --- p.94 / Chapter 6.3 --- Lack of Information for Further Vocational Training --- p.94 / Chapter 6.4 --- Ineffective Moral Teachings --- p.95 / Chapter 6.5 --- Some Job-Related Effects of Hidden Curriculum --- p.96 / Chapter 6.6 --- Orientations towards Formal Training --- p.100 / Chapter 6.7 --- Summary --- p.103 / Chapter 7. --- FAMILY PROCESS AND FUTURE EXPECTATIONS --- p.105 / Chapter 7.1 --- Perceived Family Burden --- p.105 / Chapter 7.2 --- Family Influences in Occupational Choices --- p.107 / Chapter 7.3 --- Expectations of Gender Roles in Family and Work --- p.110 / Chapter 7.4 --- Knowledge about Family routines --- p.113 / Chapter 7.5 --- Charting the Future: Career vs Family --- p.116 / Chapter 7.6 --- Summary --- p.120 / Chapter 8. --- SUMMARY AND CONCLUSION --- p.122 / Chapter 8.1 --- Differences in Cognitive Abilities --- p.122 / Chapter 8.2 --- Effects of Socialization --- p.124 / Chapter 8.3 --- Instability and Vagueness of Aspiration --- p.125 / Chapter 8.4 --- Structure and Process of Family Life --- p.126 / Chapter 8.5 --- School Life and Preparation for Work --- p.127 / Chapter 8.6 --- Future Roles and Current Work: A Dialectical Relationship --- p.128 / Chapter 8.7 --- The Structure and Agency Relationship _ --- p.129 / Chapter 8.8 --- Limitations --- p.130 / APPENDIX: INTERVIEWING STRATEGY --- p.134 / BIBLIOGRAPHY --- p.136