Boys’ and girls’ educational choices in secondary education. The role of gender ideology

By Maaike van der Vleuten, Eva Jaspers, Ineke Maas, Tanja van der Lippe. 2016

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Abstract This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks.

Subfields: Experimental and Cognitive Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/7b762239a93d15c331f7e7554ee035f958f26a3f