Petersen Jennifer, Hyde Janet Shibley
Adv Child Dev Behav. 2014;47:43-76. doi: 10.1016/bs.acdb.2014.04.004.
This chapter reviews the theories and empirical evidence concerning whether gender differences in academic and occupational goals and interests exist, and if so, why those differences may be present. Expectancy-value theory, stereotype threat, sociocultural theory, and the gender similarities hypothesis lay the theoretical framework for this chapter. Following a brief review of these theories, we describe the evidence for gender differences in academic ability and occupational interests and goals, using meta-analytic reviews wherever possible. Although there are few gender differences in academic ability, some gender differences in occupational goals and interests persist, particularly in science and mathematics. These gender differences may be due to parental or cultural expectations, changes in developmental trends, stereotypes and discrimination, or gendered-expectations to achieve work-family balance. Overall, the pathways to adult occupations are complex, involving many factors that affect occupational goals, interests, and self-concept.
本章回顾了关于学术和职业目标及兴趣方面是否存在性别差异，以及如果存在，这些差异为何可能出现的理论和实证证据。期望价值理论、刻板印象威胁、社会文化理论和性别相似性假说为本章奠定了理论框架。在简要回顾这些理论之后，我们描述学术能力以及职业兴趣和目标方面存在性别差异的证据，尽可能采用元分析综述。虽然学术能力方面几乎不存在性别差异，但职业目标和兴趣方面的一些性别差异依然存在，尤其是在科学和数学领域。这些性别差异可能归因于父母或文化期望、发展趋势的变化、刻板印象和歧视，或者实现工作与家庭平衡的性别化期望。总体而言，通往成人职业的途径很复杂，涉及许多影响职业目标、兴趣和自我概念的因素。
