Male and female students continue to be under or over-represented in specific study domains suggesting a selection criterion not always reflective of interest, ability, and good fit (Statistics Canada, 1992). In order to understand the social, cognitive and personal attributes which underlie the choices that maintain this imbalance, undergraduate university students were given problem solving, attitudinal and attribution measures. The aim of this study was to predict male or female dominated educational choices with the future intent of enhancing occupational suitability. The Impostor Phenomenon questionnaire, Social Problem Solving Inventory-R, Sex-Role Egalitarianism Scale, and the CAVE attribution procedure were selected for their potential utility as predictors. Study participants included male (n = 185) and female (n = 177) undergraduate students (N = 362) majoring in traditional and non-traditional studies (i.e., computer science, engineering, psychology, education, nursing) from the University of Ottawa and Carleton University. Hypotheses testing utilized Logistic Regression Analyses (LRA) and results revealed primary measures to possess only weak predictive ability for non-traditional (NTS) vs. traditional study (TS) choice. Overall, students were not overly influenced by selected social and cognitive factors in their study choice. Exploratory LRA for the male sample identified parental SES, certain types of problem solving skills, and a desire for an alternate career as factors that resulted in the best fit (81% correct classification) and statistical significance (p < .001). Exploratory LRA for the female sample was non-significant. Recommendations for improving predictive ability in future studies include utilizing behaviorally driven intentional measures linked closely to past and future educational and occupational decisions (i.e., Theory of Reasoned Action (TRA) Ajzen & Fishbein, 1980). Future investigations should follow the noteworthy perceptual differences in the male and female sample groups supported through empirical and theoretical distinctions reported in this study. This line of inquiry continues to pose a worthwhile challenge directed toward the identification of factors that potentially block ability and interest from directing educational pursuits and the harmonization of persistent imbalances in career choices.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/4071 |
| Date | January 1998 |
| Creators | Baranowsky, Anna B. |
| Contributors | McCarrey, M., |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 180 p. |
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