Title: Genderově netradiční kariérová volba na přechodu mezi gymnáziem a vysokou školou
Variant title:
- Nontraditional gender-based career decision-making during the transition from high school to higher education
Source document: Studia paedagogica. 2013, vol. 18, iss. 1, pp. [57]-76
Extent
[57]-76
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2013-1-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/127040
Type: Article
Language
License: Not specified license
Rights access
embargoed access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Tato longitudinální studie zkoumá rozhodování při kariérové volbě u žáků gymnázia ve Švýcarsku a jejich setrvání u netradiční kariérová volby během přechodu na vysokou školu. Longitudinální šetření mělo charakter smíšeného designu, sběr dal byl realizován prostřednictvím dotazníků (n = 1460) a rozhovorů (n = 24) se žáky g ymnázií a později studenty vysokých škol. Výsledky kvantitativní analýzy ukazují vysokou míru setrvání u dané volby u žen, které si hodlaly zvolit přírodovědně-technický obor, i mužů s úmyslem stát se učiteli. Zjištění kvalitativní analýzy ukazují, že ženy se odvolávaly na vnitřní motivaci a zájem o přírodní vědy, zatímco muži zdůrazňovali význam vzorů a vnější motivace, související zejména s jistotou pracovního místa. Jako rozhodující faktory volby vyvstávají rané zkušenosti se školou, podpora rodičů a učitelů, jakož i vzory, zatímco genderová tematika a úvahy s tím související nejsou respondenty považovány za důležité.
This longitudinal mixed methods study examines the career decision-making of Swiss high school students and their persistence in pursuing a non-traditional career during the transition to higher education. Questionnaires (n = 1460) were used for the longitudinal study. Consequently, interviews were conducted with 24 students. The quantitative results reveal a high level of persistence among women intending to choose a major in STEM (science, information technology, engineering, mathematics) and among men intending to become teachers. The findings of the qualitative analysis show that women referred to their intrinsic motivation and passion for science, while men emphasised the importance of role models and extrinsic motivations such as considerations relating to security. Early learning experiences, the perceived support from others, and role models seemed to be decisive factors in their choice, whereas gender-related issues and considerations were hardly ever mentioned.
References
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