Examined the amount of support, encouragement, and discouragement 470 women received from others when considering enrolling in a male-traditional vocational course. Results revealed nontraditionals consistently received more support and encouragement than traditionals. Nontraditionals and those who considered the male-dominated program received…

Examined the relationship between sex-role self-concept and students' reported experiences and perceptions in majors traditionally dominated by the opposite sex. Results showed that the experience of sex role incongruence for students in cross-gender majors primarily affected females. Sex-role self-concept strongly affected students' feelings and…

This study found that occupational sex segregation began to diminish during the 1970s, in conjunction with enforcement of the equal employment opportunity laws against sex discrimination in employment. The success of these laws suggests that discrimination was originally a determinant of occupational segregation. (Author/SK)

Research which studied women truck drivers showed that the extent of tensions suffered due to being in a nontraditional occupation is less than expected, due largely to the influence of male support, sponsorship, and protection. (Author/CT)

Several themes relating to the education and employment patterns of female dropouts are examined, especially trends in women's occupations and technological change: adequacy of career education and guidance, problems of women's entry into nontraditional occupations, male attitudes, and policy considerations. (MSE)

Assessed male preschool teachers' self-perceptions, and sex-role perceptions of self and others. Male and female teachers (N=60) in preschool and high school education were administered the Bem Sex Role Inventory and a repertory grid. Results indicated preschool male and female teachers were similar in levels of androgyny. (RC)

This study provides information to assist counselors in helping girls with career exploration. Peer social modeling, reinforcement, and practice of modeled behavior can help girls explore traditional and nontraditional careers and learn decision making. (JAC)

Identifies high school experiences and attitudes of freshmen college women that influenced their choice of traditional or nontraditional careers. Educators should provide counseling and teaching techniques that provide a more egalitarian perspective on women's roles and careers, including literature, work experience, and unbiased counseling. (JAC)

Reports responses of 399 midwestern eighth-graders to a questionnaire consisting of stereotypes concerning women's roles, traits of working men and women, and the masculinity/femininity of 20 common occupations. (SJL)

Contends that female occupational choices are limited by sex stereotypes and lack of exposure to nontraditional occupations. Emphasizes the need to change employer and employee attitudes. Presents findings from two community college studies (of sex bias and cooperative education). Supports community college commitment to expanding nontraditional…

Discusses the aggressive recruitment of women by engineering schools and firms, progress in eliminating sex discrimination barriers, and lingering sex bias problems in the field. Offers suggestions to new women engineering graduates. (SK)

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)

Examined contributions of 4 sex-typed socializations to 6 differences in self-efficacy in l0 male- and l0 female-dominated occupations among male (N=78) and female (N=8l) Japanese undergraduates. Found females in male-dominated occupations had lower self-efficacy, felt they had fewer female role models, considered themselves feminine, and had low…

Study investigated psychological and demographic characteristics of men in nontraditional careers like elementary education, comparing them to women in the same fields and men in engineering. Surveys indicated nontraditional career men valued relationship-oriented career components more than did men in engineering. (SM)

Programs in Missouri, Arizona, Kentucky, New Jersey, and Colorado provide examples of ways to encourage females to pursue training for nontraditional occupations. Approaches include stressing enrollment in math and science, human relations training centered on equity issues, hands-on exposure to high technology, and a video/satellite…