Gender Differences in STEM Career Development in Postsecondary Vocational-Technical Education. A Social Cognitive Career Theory Test

IF 2.6 3区心理学 Q2 PSYCHOLOGY, APPLIED

Journal of Career Development Pub Date : 2022-05-04 DOI:10.1177/08948453221086979

María-Paola Sevilla, Virginia Snodgrass Rangel

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引用次数: 2

Abstract

Existing inequalities in STEM-related vocational-technical education (VTE) programs are more prevalent than within 4-year programs. Situated in Chile, this study tests whether Social Cognitive Career Theory (SCCT) adequately explains career development among students enrolled in STEM-VTE programs. In doing so, it also examines how external factors such as supports, barriers, and secondary track differentially affect career development by gender. Using a sample of 698 students in their second year of STEM-VTE studies, we confirmed that the SCCT model produced a good fit for the data in this alternative institutional setting. The findings also showed few gender differences in the effects of external factors on self-efficacy and career expectations, except for teaching support that substantially alters these cognitive factors to more extent among males than females. Moreover, although self-efficacy beliefs were similar between gender, gains in career expectations due to these beliefs are lower for female students. We conclude by discussing implications for future research and practice.

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中学后职业技术教育中STEM职业发展的性别差异社会认知职业理论测验

与4年制课程相比，stem相关职业技术教育(VTE)课程中存在的不平等现象更为普遍。本研究位于智利，旨在测试社会认知职业理论(SCCT)是否能充分解释STEM-VTE课程学生的职业发展。在此过程中，它还审查了支持、障碍和二级轨道等外部因素如何按性别不同地影响职业发展。使用698名STEM-VTE学习第二年学生的样本，我们证实SCCT模型很好地适合这种替代机构设置的数据。研究结果还显示，外部因素对自我效能感和职业期望的影响几乎没有性别差异，除了教学支持在很大程度上改变了男性比女性对这些认知因素的影响。此外，尽管性别之间的自我效能感信念相似，但女性学生由于这些信念而获得的职业期望收益较低。最后，我们讨论了对未来研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Career Development PSYCHOLOGY, APPLIED-

CiteScore

5.80

自引率

6.90%

发文量

期刊介绍： Journal of Career Development provides the professional, the public, and policymakers with the latest in career development theory, research and practice, focusing on the impact that theory and research have on practice. Among the topics covered are career education, adult career development, career development of special needs populations, career development and the family, and career and leisure. Research reports and discussion of theory are welcome, but practical applications must be presented.