I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed, non-traditional areas of work

Abstract

The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.

Keywords:

• career decision-making
• gender
• major
• non-traditional areas of work
• high school students
• transition to higher education

Acknowledgements

The research reported here is supported by a grant from the Swiss National Science Foundation and by the Gebert-Rüf Foundation.

Funding

This work was supported by the Swiss National Science Foundation [grant number 13DPD3-122156/1].