Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536436
Title: Psychological androgyny and non-stereotypical educational choice
Author: Waters, Susan Elfrida
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1992
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Abstract:
This study was an investigation into the concept of psychological androgyny; its measurement, its antecedents, correlates and outcomes. The primary focus was on the hypothesised links between both androgyny and opposite sex role typing with non-stereotypical choice and achievement in higher education. The study considered whether there might be similar factors that influenced language choices by boys and science choices by girls. Data on family background, personality, past educational experience and attainment and ability was collected from a sample of 158 undergraduates at a college of London university. This was collected via questionnaires, the androgyny questionnaire being adapted for the purpose. A small sub group took some ability tests. A survey of past examination results at both '0' and 'A' level was undertaken to examine the trend over time with regard to stereotypical and non-stereotypical choice and achievement. This established that girls were as capable of achieving in science subjects as boys, and likewise, boys were capable of achieving in languages. The problem was one of school subjects being part of a male or female stereotype, and the non take up of choice early on in the educational system, and consequently there being progressively fewer entries at all stages. The main statistical analyses of the data found there were gender differences in both the antecedents of and the outcomes of being androgynous. Significant factors were the occupation of the father, the influence of the mother on upbringing, and whether she was in paid employment or not, and perceived control over outcomes. For this sample, school type also had an effect. No link was found between androgyny and achievement. There were no significant gender differences in achievement. Associations were found between masculinity and position in family and achievement. Grammar school education followed by comprehensive schooling at sixth form level predicted well for this sample. There were no links found between androgyny and nonstereotypical choice, although masculinity and femininity independently had small effects. There were some similarities between male non-stereotypical choice and female non-stereotypical choice, these being a non conforming personality, support from the school, and delay in occupational decision making. Parental roles need further investigation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536436  DOI: Not available
Keywords: Psychology and Human Development
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