There were two primary purposes of this study. The first purpose was to describe and compare the sex role identical and vocational interests of enrollees in traditional and nontraditional displaced homemaker proqrams. The second purpose was to deteraine if sex ro1e identity and vocational interests changed from the beginning to the end of the program cycle. The secondary purposes of this study included (a) a description of the sex role identity of instructors in displaced homemaker programs and a determination of change of sex role identity from the beginning to the end of the program cycle, as well as (b) the establishment of demographic profiles of enrollees and instructors.
The sample consisted of 35 enrollees and 10 instructors in four displaced homemaker programs in Virginia. The instruments used in this study were the BEM Inventory and Self-Directed Search. Program information and demographic information on enrollees and instructors was also collected. Descriptive analysis was used for the study.
It can be concluded that there was a significant difference in the sex role identity of enrollees in traditional and nontraditional displaced homemaker programs both before and after program activities. Therefore, sex role identity was a significant variable for these selected displaced homemaker programs enrollees. However, due to the small sample, generalizability to the population of displaced homemakers is only speculative.
In addition, the data suggested that while most enrollees did not change in their sex role identity from the beginning to the end of the program cycle, those enrollees who did change were enrolled in nontraditional programs and tended to move toward more sex-type roles. As indicated in the literature, strongly sex-typed attitudes may impair the enrollees’ ability to perform in nontraditional occupational settings where flexibility is desirable if not necessary.
No significant difference was found in the sex role identity of instructors in traditional and nontraditional programs at either the pre- or posttest stage. Therefore, sex role identity was not a variable determining instructor involvement with a traditional or nontraditional displaced homemaker program. Sex role identity of 40 percent of the instructors moved toward less sex-typed roles form the beginning to the end of the program cycle suggesting an increased flexibility in role. The androgynous role of these instructors could provide a role model which may encourage enrollees to consider a wider range of behavioral and career options.
The data suggested that a significant difference in vocational interests existed only at the posttest stage. Thus, it may be concluded that program enrollment may not be contingent upon vocational interest but rather may be dependent upon program availability. In addition, the data suggested that while most enrollees did not change in their vocational interests from the beginning to the end of the program cycle, those enrollees who did change were in traditional displaced homemaker programs. Change in category of vocational interests remained within those occupational areas typically considered feminine.
Data on all enrollees indicated a wider distribution of vocational interests at the posttest stage. The career exploration component included in all programs may have attributed to the increased range of vocational interests expressed by enrollees. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/74196 |
| Date | January 1981 |
| Creators | Howlett, Sandra E. |
| Contributors | Vocational and Technical Education |
| Publisher | Virginia Polytechnic Institute and State University |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | vii, 172, [4] leaves, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 7580910 |
Page generated in 0.0022 seconds