The Role of Interest in Understanding the Career Choices of Female and Male College Students

By Carolyn A. Morgan, James D. Isaac, Carol Sansone. 2001

274 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aa4a0bac5891cdb3407f454f3405ac645aae1696

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “Indeed, domains that are congruent with interpersonal goals are perceived as more interesting to women (Morgan et al., 2001).”
The Stereotypical Computer Scientist: Gendered Media Representations as a Barrier to Inclusion for Women (2013, background): “At the same time, undergraduates also perceive that computer scientists are less likely to work with and help others compared to those in other careers, such as medicine and law (Clarke and Teague 1996; Diekman et al. 2010; Morgan et al. 2001).”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “Intermsofgender,thisisespeciallyproblematic because females tend to be more motivated by interpersonal goals (Jones et al., 2000; Morgan et al., 2001; Mullis, Mullis, & Gerwels, 1998) and more interested in careers that will allow them to maintain multiple roles (Curry, Trew, Turner, & Hunter,…”
Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “In addition, it could provide useful links between the school science content and scientific and technological applications, and emphasize the social importance and the interpersonal character of science, hence stimulating interest in both girls and boys (Morgan et al., 2001; Osborne et al., 2003).”
The Effect of Gender Stereotypes on Explicit and Implicit Career Preferences (2009, background): “Men are more interested than women in math and physical science majors, whereas women are more interested in education, arts, and humanities majors (Morgan et al., 2001).”
Interest as the Missing Motivator in Self-Regulation (2005, background): “In support of this, Morgan, Isaac, and Sansone (2001) found that women were more likely than men to cite interpersonal goals for their anticipated careers, and that physical/mathematical science careers were perceived as being less likely to afford these goals, which was in turn associated with…”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “is evidence that the perception that careers involve other people strongly predicts interest across careers in physical/mathematical sciences, education/social services, and medicine (Morgan et al., 2001).”
The Role of Masculinity/Femininity, Values, and Occupational Value Affordances in Shaping Young Men’s and Women’s Occupational Choices (2011, background): “Thus, a “match” between one’s endorsement of occupational values and the perception that one’s desired occupation affords those values may be a necessary component for choosing occupations ( Morgan et al. 2001 ).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Thus, we focus primarily on research that explains educational choices, preferences, and interests, all of which are strong predictors of academic participation in the U.S. (Hidi, 2006; Hidi & Harackiewicz, 2000; C. L. Morgan, Isaac, & Sansone, 2001).”
Gender and the Choice of a Science Career: The Impact of Social Support and Possible Selves (2012, result): “Although previous studies have examined various influences on men’s and women’s interest in having a career in science versus in other fields (Cheryan and Plaut 2010; Morgan et al. 2001), our sample was composed of a select group of individuals who were identified in high school as both being scient”