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The classic theories dealing with vocational choice (Holland, Super) have not satisfactorily predicted the career choices of women. Indeed, several (Psathas, Zytowski, Ben Dor, Fassinger) have questioned their ability to explain women's career development and have indicated the need for alternatives. The present work takes up this challenge and raises the question: "What are the factors which influence young women to continue to choose careers classified as typically 'feminine' when, as a result of societal and academic changes of the last two decades, all programs are now open to them?" / In 1984 a study was made of 401 women students enrolled in traditional female disciplines within the sciences (nursing, physiotherapy, occupational therapy) and in non-traditional fields (architecture, engineering, dentistry). An analysis of the data collected from this sample, representative of students registered in these programs at a large, metropolitan, English-speaking university in Canada (McGill), found that there were statistically significant differences between the two groups. These differences derive from place of birth, socio-economic status (SES), work experience, aspirations, significant others, work values and conception of the role of women. / Women students with a traditional (T) profile are more likely to be born in Quebec, come from a family of lower SES, work part time, have lower academic aspirations, have been influenced by a woman in their chosen field, value work more highly for its intrinsic worth and qualitative environment, and are willing to accept interrupted careers. Women students with a non traditional (NT) profile are more likely to be born outside Canada, come from a family of higher SES, do not work part time, have high academic aspirations, have been influenced by a man in their career choice, value work less highly for its intrinsic worth and qualitative environment, and expect to have continuous careers.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 277-287).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: David E. Wilder. Bibliography: leaves 79-81.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Ed.) -- Memorial University of Newfoundland, 1985. / Typescript. Bibliography : leaves 136-141. Also available online.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 161-167.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 232-241.

Thesis (Ph. D.)--University of Sydney, 2006. / Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2006. Includes bibliographical references. Also available in print form.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.