http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
relationship between sex-role socialization and lifelong career plans
An ever-increasing number of women are returning to educational settings later in life. The purpose of this study was to explore returning women's perceptions of the determinants of their earlier career choices and to find out whether they were currently thinking in terms of lifelong career plans. Early sex-role socialization was explored in the areas of family, play, work, and school. Motivation to return to an educational setting, current career goal expectations, and facilitators of or barriers to pursuing those goals were examined. Personal interviews were conducted during spring 1988 with 32 returning women students from Texas A&M University and Blinn College, Bryan Campus. The participants were over 28 years old and had been out of school for at least 5 years prior to current enrollment. Interviews were transcribed and analyzed utilizing a computer program developed for qualitative research. Patterns emerged in several areas. Women whose mothers had not worked outside the home did not follow in that tradition. Only 2 women had mothers and 5 had fathers who were educated beyond high school. Extended family members played important roles in the socialization of one half of the participants. One half of the women with brothers in the home reported preferential treatment by parents toward their male siblings which often affected future career paths of the women. Career counseling was not experienced by most participants when they were young; and, when this did occur, it was often sexist. Though 21 participants began some type of schooling after high school graduation, 19 dropped out, most to be married. Clear career goals were not held by those women, and this influenced the abandonment of their education. Women were motivated to return to school by various life events. Career counseling had not been utilized by most participants, and only 53% currently had clear educational and career goals. Family support and personal commitment were important facilitators for the women while lack of motivation was a strong barrier. Recommendations for practice are made for public school systems, higher educational institutions, returning women, and other adults. Recommendations for research are proposed.
"Major subject: Adult and extension education."