WOMEN'S EVALUATION OF CAREERS AS A FUNCTION OF SEX-STEREOTYPY, MATHEMATICAL CONTENT AND OPPORTUNITY FOR INTERPERSONAL CONTACT

The present study examined the influence of two factors of high-school girls' vocational choice: sex-stereotyping of jobs and congruency of the job description with existing expectations. The job descriptions varied in congruency according to the information provided about the amount of mathematical and technical skills required and amount of interpersonal contact involved. A significant main effect for sex-stereotypy of jobs was found. The overall mean change was greater for feminine stereotypy than for masculine. The main effect for congruency did not reach significance. Planned comparisons investigating the simple effect of congruency for feminine stereotypy and for masculine stereotypy were conducted. The simple effect of congruency for feminine stereotypy was significant. Subjects were also asked to vote for a speaker and fill out a questionnaire. The questionnaire contained Likert-type questions concerning stereotyping, math content, interpersonal contact, marriage, and occupational choice, as well as confidence about math and social skills. The results of the vote for a speaker adherence to sex-stereotypical behavior, while the results of the questionnaire showed relatively flexible sex-stereotypical attitudes.