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College Students' Self-Estimated and Actual Knowledge of Gender Traditional and Nontraditional Occupations: A Replication and Extension.
Peer reviewed Peer reviewed
Yanico, Barbara J.; Hardin, Susan I. – Journal of Vocational Behavior, 1986
Investigated students' information about gender traditional and nontraditional occupations and the relationship of students' stereotyping of occupations to predicted and actual knowledge. There was little relationship between actual and predicted scores for either sex. However, men's errors did not relate to occupational type, while women…
Descriptors: College Students, Estimation (Mathematics), Higher Education, Knowledge Level
Students' Self-Reported Amount of Information about "Masculine" and "Feminine" Occupations.
Yanico, Barbara J. – Vocational Guidance Quarterly, 1980
Results of this study provide evidence that college women perceive themselves as being less informed about nontraditional occupations. College men perceive themselves as equally knowledgeable about traditionally masculine and traditionally feminine occupations. (Author)
Descriptors: Career Awareness, College Students, Nontraditional Occupations, Occupational Information
Students' Self-Estimated and Actual Knowledge of Gender Traditional and Nontraditional Occupations.
Peer reviewed Peer reviewed
Yanico, Barbara J.; Mihlbauer, Therese C. – Journal of Vocational Behavior, 1983
Investigated the degree and congruence of students' (N=58) estimated and actual information about gender traditional occupations. Results showed subjects of each sex perceived themselves as less informed about nontraditional occupations. This result was more pronounced for women. Additionally, men and women did not differ in actual knowledge.…
Descriptors: College Students, Congruence (Psychology), Higher Education, Metacognition
Sex-Role Self-Concept and Persistence in a Traditional Vs. Nontraditional College Major for Women.
Peer reviewed Peer reviewed
Yanico, Barbara J.; Hardin, Susan I. – Journal of Vocational Behavior, 1981
Reports a three-year follow-up study of women engineering and home economics majors. Findings did not support the hypothesis that persistence in the two curricula would be related to sex roles. Persisters in engineering had higher college entrance SAT math scores than changers or dropouts. (Author)
Descriptors: Academic Persistence, Androgyny, Career Choice, College Students