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女性职业发展打破性别刻板印象
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更新于2024-08-07
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本文探讨了通过职业发展来挑战和改变性别角色刻板印象的主题,由三位作者Peter Kalunian、Gretche X Lopatich和Sandy Cyhlerman撰写,发表于新伯里初级学院、韦尔斯利公共学校和莱斯利学院研究生院的研究论文。据统计,90%的女性在其一生中将有稳定的职业,18至65岁的女性中有超过50%活跃在劳动力市场,且这一比例预计将持续增长。然而,长期以来,女性的职业发展一直存在显著不足,传统观念认为女孩长大后主要成为家庭主妇和母亲,追求专业生涯的女性则往往被引导进入教育、护理、秘书等被认为是社会接受的职业。 性别不平等在工作机会和经济收入上尤为明显,这不仅归咎于政策层面的性别歧视,也与孩子们从小受到的社会和家庭期望有关。男孩和女孩都在早年时期形成了对特定角色的固有观念,如女性应专注于家庭而男性则倾向于职场。随着社会的进步,人们越来越认识到这种刻板印象的局限性,并意识到需要打破这些陈规,提供更公平的职业发展路径。 文章强调,解决这个问题的关键在于改变既定的社会态度和性别期望,鼓励女孩设定更高的目标和抱负,同时推动政策制定者调整支持平等就业的政策。通过职业发展项目和教育改革,可以培养女性的领导力和职业技能,赋予她们更多选择职业的可能性,从而逐步消除性别角色刻板印象,促进性别平等。在这个过程中,教育机构和个人都需要反思并采取行动,以实现更加包容和多元化的工作环境。
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CHANGING SEX
ROLE
STEREOTYPES
THROUGH CAREER DEVELOPMENT
PETER KALUNIAN GRETCHEX LOPATICH SANDY CYhlERMAN
Newbury
Junior
College Welbsley
Public Schools
Lesley College Graduate
School
Nine out
of
ten women will be gainfully employed some time during their
lives. Of the women between the ages of
18
and
65,
over
SOY0
are in the labor
force, and the percentage is expected to increase. Yet, until recently, career develop-
ment for women has been markedly deficient.
For many years it
was
assumed
that young girls grew up and became housewives and mothers. Those who wanted
a
professional career were usually channeled into teaching, nursing, secretarial work,
and other socially accepted occupations.
It
is increasingly recognized that there
has been
a
large disparity in work opportunities and financial earnings between
men and women. A great deal of this can be credited to sex discrimination policies;
but who supports these policies?
And where do they come from? The problem is
attributed not only to attitudes that are developed
early
in life, by both boys and
girls, but also to the limited goals and aspirations that young girls have
as
they
move through school.
Iglitzin
(1972)
investigated
sex
stereotyping by administering
a
series of
questions to
437
fifth-grade children from three Seattle, Washington suburbs. The
results of the study indicate that concepts of traditional social roles are very strong
by the fifth grade and that social stereotypes may restrict girls in expressing a
free choice of future goals and roles. The study showed, for example,
a
pattern of
sex typing. In reply to career choice questions and an open-ended essay (‘(Imagine
that you are grown up. Describe
how
you would spend a typical day.”), it
was
evident that the aspirations of girls and the descriptions of their lives as adults
differed from those of most boys. While boys wanted to be craftsmen, engineers,
scientists, professionals, athletes, and pilots, the girls wanted to be teachers, artists,
stewardesses, and nurses, all of which are recognized as traditional roles for women.
Because counselors, educators, and parents
are
concerned with developing
human potential and
more
of our nation’s resources, young girls should be encouraged
to broaden their aspirations and to increase their knowledge of job opportunities.
In addition, young boys should learn that girls can and should have an equal
opportunity to choose among jobs in the world of
work,
while also learning that
they, too, can have more job opportunities. Because sex-role stereotypes are
so
pervasive, counselors and teachers may find it helpful to work together in “con-
sciousness-raising” groups and to study the influence that their ideas and behavior
have on children.
Adults serve as role models. Their attitudes toward sex roles,
male-female differences, and the changing world of work have an important influence
on the attitudes and decisions made by children.
One approach to career development at the elementary school level, drawn
from the work of Ihlunian, Lopatich, and Cymerman
(1973),
consists of a three-
step process
:
increasing awareness, reconditioning role perceptions, and developing
new attitudes.
The first component of this approach is awareness-awareness of self-others,
and emphasizes the development of
a
positive self-concept. Children learn to
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