Boys' and girls' educational choices in secondary education. The role of gender ideology

• Published in: Educational studies Vol. 42; no. 2; pp. 181 - 200
• Main Authors: van der Vleuten, Maaike, Jaspers, Eva, Maas, Ineke, van der Lippe, Tanja
• Format: Journal Article
• Language: English
• Published: Dorchester-on-Thames Routledge 14.03.2016; Taylor & Francis Ltd
• Subjects: Adolescents; Career Choice; competence beliefs; Decision making; Educational choices; Foreign Countries; Futures (of Society); Gender; Gender Differences; gender ideology; Germany; Ideology; Longitudinal Studies; Netherlands; Occupational Aspiration; occupational values; Occupations; Path Analysis; Preferences; Role; Secondary Education; Secondary School Students; Self Concept; Sex Stereotypes; Statistical Analysis; Stereotypes; Student Attitudes; subject preferences; Sweden; Track System (Education); United Kingdom; United Kingdom; Netherlands; Sweden; Germany
• ISSN: 0305-5698; 1465-3400
• DOI: 10.1080/03055698.2016.1160821

This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is "appropriate" male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys' occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks.