Investigated the influence of sex role self concept on the choice of college major/career in 186 students. Results showed both sexes chose their major for traditional reasons (e.g., status, service) and placed little importance on considerations of sex appropriateness. Personal interests were more influential than future marriage plans. (JAC)

Respondents among a sample of 86 women in nontraditional occupations indicated that the challenge of succeeding in such occupations was a primary source of satisfaction and dissatisfaction in the first year. Later, they became more concerned with traditional sources of satisfaction and the inherent dissatisfactions of blue-collar jobs. (Author/SK)

Compared women physicians (N=87) and their women neighbors (N=87) on family background, education, attitudes, goals, and mention of early support. Neighbors with career goals were similar to women physicians in many of their reasons for a career, but reported less family influence, achievement motivation, and encouragement from others. (Author)

Attempts to determine the careers gifted females and males are planning, reasons for these choices, and the aspects they consider most important in a job. Addresses whether gifted females enter traditionally male fields in numbers comparable to gifted males. Results showed both chose a variety of jobs. (RC)

This study describes the efforts of one sociology department to both discover and expand career opportunities for sociology majors in nontraditional areas. Potential employers in business and industry most frequently indicated that they could envision using sociology majors in people-management areas such as personnel, labor relations, and…

The degree of overlap between scores on male-normed and female-normed scales for Kuder Occupational Interest Survey criterion groups was studied. Results provide clues to sex-typical and sex-atypical interests of these groups. (Author)

Program completion rates were computed for males and females who were enrolled in traditional and nontraditional Comprehensive Employment and Training Act vocational training. Program completion rates for balance-of-state training programs were generally high with the exception of females enrolled in vocational training programs which have been…

A study was designed to identify the nontraditional deterrents to entry into nontraditional occupations by women. The barriers fall into two major categories: women's own perceptions and pressures from persons considered important to them. (JOW)

Women holding male-dominated jobs are more likely to be older and better educated, have fathers with higher educational levels, be childless, and rate success as more important to feelings of well-being. Women in female-dominated jobs rated the importance of their work higher than did women in male-dominated jobs. (Author)

Investigated vocational thinking of children by analyzing age and gender differences in types of questions children (N=122) would ask in their interactions with nontraditional workers. Findings revealed developmental changes in children's vocational thinking: younger children asked affective questions and older elementary children asked more…

Investigated differences in career experiences of African-American women in traditional (n=85) and nontraditional (n=48) professions. Results indicated marriage was more of a barrier for nontraditionals than traditionals. Nontraditionals were more likely to report barriers to career success such as racial and gender discrimination, limited…

Describes a year-long elementary school program in Hull (England) designed to diminish sex stereotyping. Employed craft, design, and technology projects, caring jobs for boys, football for girls, and school visits by adults in nontraditional occupations. Improved behavior of boys resulted, allowing teachers to give equal attention to girls. (DM)

Identifies what counselor must do to broaden career options for young women and work toward gender equity. Focuses on counselor awareness; cultural expectations and gender role stereotypes; mathematics and science stereotypes; self-concept; self-esteem and self-confidence; fear of success; family and life planning; parental and peer influence; and…

Social, cultural, and institutional barriers inhibit entry of women into nontraditional education and employment. Teacher and counselor behavior, strategic institutional changes, and sex equity leadership are needed to alter current patterns of occupational segregation. (SK)

A study to determine the attitudes of secondary school principals toward hiring vocational education teachers from the minority gender (that is, males for home economics and women for technology education) received 115 responses from 125 Louisiana principals. Results showed they perceived nontraditional teacher occupations more favorably for women…