Made available in DSpace on 2015-05-07T15:09:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1355524 bytes, checksum: 28367835bb2878ed342ed5db3ac4c776 (MD5) Previous issue date: 2014-07-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Based on literature on gender, sex division of labor, sexist education, women s access to higher education, and the gendering of careers, this dissertation attempted to explore the implications of gender relations for the occupational/professional perspectives of female and male senior students of Liceu Paraibano, a public school in Paraiba, Brazil. It aimed to analyze whether and how gender relations condition the higher education choices of high school students. For that purpose it used both a qualitative approach, by means of questionnaire applied to 456 students, and a qualitative approach, by interviewing 20 students attending the three school shifts (morning, afternoon and evening). The questionnaire data were systematized in tables and graphics in order to characterize the students, highlighting the relationships between sex and other variables such as race /ethnicity, shift of attendance, age, socioeconomic status, occupational situation, and choice of higher education course. The interviews helped to qualify students perspectives of continuation of studies and professional training, highlighting their life projects, as well as to illuminate how gender relations cross the subjects socialization. The analysis evidenced that the gendering of higher education, which separates men (situated in technological and scientific high prestige careers) from women (situated in humanistic and health care low prestige careers), persists in these students higher education course choices, even though some changes were noticed. The intersection of sex, race /color, and shift of school attendance also showed inequalities in students aspirations. Moreover, the analysis pointed out that the naturalization of social relations and gender prejudices were present within family and school relations, creating obstacles for the deconstruction of gender dichotomies and female segregation in devalued occupations/professions / Baseada em literatura que discute as temáticas de gênero, divisão sexual do trabalho, educação sexista, acesso das mulheres a educação superior e gendramento de carreiras, esta dissertação buscou conhecer as implicações das relações de gênero nas perspectivas ocupacionais/profissionais das alunas e dos alunos do terceiro ano do ensino médio do Liceu Paraibano, escola pública do estado da Paraíba. Objetivou analisar se e como as relações de gênero condicionam as escolhas de cursos superiores de estudantes do ensino médio. Para tanto utilizou tanto a abordagem quantitativa através da aplicação de questionários a 456 estudantes, quanto a abordagem qualitativa através da realização de entrevistas com 20 estudantes, abrangendo os três turnos (manhã, tarde e noite). Os dados dos questionários foram sistematizados em tabelas e gráficos para caracterizar os/as estudantes destacando as relações entre sexo e outras variáveis como raça /cor, turno, faixa etária, situação socioeconômica, situação ocupacional e suas escolhas de cursos superiores. As entrevistas serviram para qualificar as perspectivas de continuidade de estudos e inserção profissional do alunado, destacando seus projetos de vida, bem como para visibilizar como as relações de gênero atravessaram a socialização dos sujeitos. A análise evidenciou que o gendramento da educação superior, que separa homens em carreiras tecnológicas e científicas de alto prestígio e mulheres em carreiras humanísticas e da saúde (de baixo prestígio) ligadas ao cuidado, persiste nas escolhas de cursos superiores dos/as jovens, ainda que sejam notadas algumas mudanças. A intersecção da variável sexo com raça /cor e com turno de estudo também possibilitou verificar desigualdades nas aspirações dos/as estudantes. Além disso, analisou-se que a naturalização das relações sociais e o preconceito de gênero estão presentes nas relações familiares e escolares criando obstáculos para a desconstrução das dicotomias de gênero e da segregação feminina em ocupações/profissões menos valorizadas

Several studies shows that the dominant norms of masculinity are a hinder for boys to perform in school and a hinder for men to choose female-dominated occupations. Moreover, selecting a career can be a complex decision for young adult men´s to choose a female-dominated higher education - and this dilemma has been a topic of much reports and research. However, there is still a lack of understanding regarding the influence of social capital on young people as they transition to higher education. Not many studies have been made on the male student´s experience of the impact of social capital on their gender-breaking higher education choices.Therefore the aim of this study is to understand which social capital and social network relations are of importance to young male students´ gender-breaking higher education choices. Furthermore, this study aims to examine the conditions that have broadened the informants' motive to choose a higher education.A qualitative method with semi-structured interviews was used to answer the purpose of this essay and the method of choice for analysis were social networks analysis of ego-net, which is a method on studying social relations. The result is being analyzed by using a conceptional model based on Lent el. al (1994) Social Cognitive Careers Theory, Pierre Bourdieu’s (1986) Theory of social capital and Ego-net (Crossley et. al 2015).The results of this study show that social background and gender have a limited significance in relation to the informants' gender-breaking choice of higher education and career path. There are various motives that have encouraged and motivated the informants' gender-breaking choices. Three different motives appears that has affected their gender-breaking educational and professional choices; (I) Making a difference (II) Security in working-life and (III) Skills and knowledge seeking. These motives challenge notions of gender as well as other aspects of an “ideal” job and career for men.The study concludes that the informants' gender-breaking higher education choices have been preceded by a process of different types of events in the transition to working life, as well as connections and networking with other individuals in the adult life who have influenced their career and decision-making. It is found that social capital and heterogeneous network has a significant role for the informant’ gender-breaking education and careers choices - e.g. male role models, inspirers such as professionals in primay and secondary education and colleagues in the world of work, who have contributed to changing their stereotypical notions of female-dominated professions, new preferences and altruistic goals such as helping others, themselves and their future.