Gender and Careers

Gender and Career Choice

Men and women differ considerably in their career choices, and many factors contribute to these differences. Socialization experiences, which refer to the lifelong social learning experiences that people have when interacting with others, play a major role here. Parents, siblings, teachers, school guidance counselors, other adult role models, peers, the media, and many other sources greatly influence how individuals view themselves based on their gender.

From an early age, parents tend to treat boys and girls differently and encourage children to engage in gender-appropriate play (e.g., boys play with trucks; girls play with dolls) and extracurricular activities (e.g., football for boys, dance for girls). Teachers and other adult role models such as guidance counselors, extended family members, and family friends also act differently toward boys and girls and hold different expectations for children based on their gender. Boys are expected to be more rambunctious and physically active, whereas girls are expected to be more sensitive and sociable. Thus, people in children's social environments reinforce and send consistent messages as to what is expected of them according to their gender.

Materials used in primary educational settings also contribute to the socialization experience. For instance, textbooks often depict men and women in stereotypical occupations (e.g., men as doctors and women as nurses) and social roles (e.g., working fathers and stay-at-home mothers). Furthermore, children's stories are more likely to use men than women as story characters. The media plays a role in its portrayal of men and women in sex-typed occupational and societal roles, television shows, movies, and advertisements. Peers also exert considerable influence and contribute to the socialization process, particularly during adolescence. Because adolescents want to fit in with their peers, the decision to pursue activities that are not consistent with sex-role expectations is a difficult one. This might include choosing to participate in activities that are gender typed (e.g., a boy choosing to pursue art, a girl choosing to join the wrestling team) or expressing vocational interests that are viewed as less appropriate for one's gender (e.g., a boy interested in nursing, a girl interested in auto repair).

Although such socialization experience influences both genders, it is presumed to have greater negative effects on girls because it tends to limit and restrict their options and achievements more so than boys'. For example, healthy adult men are expected to work, but the decision to enter the labor force is presented as a choice for girls. In this way, gender influences the initial decision of whether or not to pursue paid work outside the home. Likewise, socialization experiences strongly influence vocational interests and career [Page 326]choices. Both adolescent boys and adult men report greater interest in scientific, technical, and mechanical pursuits. Adolescent girls and adult women indicate greater interest in social and artistic endeavors. Thus, it is not surprising that men are generally encouraged to pursue careers in engineering, business, and science, whereas women are encouraged to pursue careers in social and helping occupations. It is also noteworthy that male-typed careers tend to offer higher status and pay than female-typed careers, contributing to the observed gender inequities in pay.

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