大学生性别角色与职业刻板印象、职业兴趣的关系研究

发布时间：2018-05-03 21:20

本文选题：性别角色 + 职业刻板印象　；参考：《山东师范大学》2011年硕士论文

【摘要】：性别角色是由一定的文化所认定的适合于男性和女性的行为系统,同时还包括那些被看作是构成男性和女性的基本的态度和情感。20世纪70年代,美国心理学家贝姆提出男女双性化理论,认为男性特质和女性特质是相对独立的特质,个体的心理行为特征可以是双性化的,也就是可以同时兼有男性心理特征和女性心理特征。双性化理论的提出,引起了广大国内外学者的关注。众多研究发现,个体的性别角色状况会对其生活、学习或工作等多方面产生不同程度的影响。目前,我国高校大批扩招,社会上各个单位对大学生的需求逐渐呈饱和状态,在这种大的社会形式下,大学生就业状况并不乐观,大学生就业难的问题已经日渐突出。作为高校的工作者,我们有必要分析这种状况的原因。我们认为导致大学生就业难的原因应该是多方面的,其中客观因素可能有社会和家庭方面的原因,但大学生主观方面的原因也是不容忽略的。其中大学生的性别角色类型、职业兴趣、以及对自己职业的看法和期望等均可能与其就业有着密切的关系。鉴于此,本研究拟探讨高等院校男女大学生性别角色与职业性别刻板印象、职业兴趣之间的关系。本研究成果不仅可以从某一侧面反映大学生就业难的问题,而且可以从性别角色、职业性别刻板印象、职业兴趣等方面入手采取有针对性的教育措施,科学、有效地指导大学生的成长与就业。本研究选取山东建筑大学264名大学生为被试,采用桑德拉·贝姆的性别角色量表(BSRI)、霍兰德职业兴趣量表、自编的职业刻板印象问卷为研究工具,考察大学生性别角色与职业性别刻板印象、职业兴趣的关系。本研究发现: 1、男女大学生在四种不同性别角色类型分布依次为,未分化(40.9%)、双性化(27.3%)、女性化(19.7%)和男性化(12.1%)。男大学生中属于男性化组的人数多于女大学生中属于男性化组的人数,但差异并不显著;对于女性化组,女大学生中属于女性化组的人数显著多于男大学生中属于女性化组的人数;对于双性化组,男大学生中属于双性化组的人数多于女大学生中属于双性化组的人数,但差异不显著;对于未分化组,女大学生中属于未分化组的人数多于男大学生中属于未分化组的人数,差异边缘显著。 2、大学生存在普遍的职业刻板印象,其中男性职业刻板印象更深刻一些。 3、大学生职业兴趣在现实型上和研究型上存在性别差异,男生在现实型和研究型上的得分显著高于女生得分;大学生职业兴趣在现实型和社会型上存在专业差异,理科生在现实型上的得分要显著高于文科生,文科生在社会型上的得分要显著高于理科生。 4、男大学生的男性职业刻板印象和女性职业刻板印象均比女大学生强。在男性职业刻板印象中,双性化组的得分要显著低于男性化组;在女性职业刻板印象中,双性化组要显著低于未分化组。双性化组与单性化组和未分化组相比,刻板印象要小的多。 5、男性化组和双性化组比女性化组更偏好现实型职业和社会型职业;双性化组比女性化组更偏好研究型职业;男性化组和双性化组比女性化组、未分化组更偏爱企业型职业。双性化组大学生的职业兴趣更加广泛,他们对现实型、社会型、研究型以及企业型都是有偏好的,因此他们有更多的职业兴趣和职业选择空间。
[Abstract]:Gender roles are defined by a certain culture as the behavior system suitable for men and women. It also includes the basic attitudes and emotions that are considered to constitute men and women in the 70s.20 century. American psychologist Beim proposed the theory of double sexization of men and women, considering that male and female traits are relatively independent traits. The psychological and behavioral characteristics of the body can be double sex, that is, both both male and female psychological characteristics. The theory of double sex has aroused the attention of many scholars at home and abroad. Many studies have found that the status of individual sex role will have different effects on the life, learning or work in many aspects.
At present, a large number of colleges and universities in China are expanding enrollment, and the demand for college students is gradually saturated. Under this big social form, the employment situation of college students is not optimistic. The problem of College Students' employment is becoming increasingly prominent. As a university worker, it is necessary to analyze the reasons for this situation. We think that the university is leading to the University. There should be many reasons for the difficult employment of students, of which the objective factors may have social and family reasons, but the subjective reasons of the college students can not be ignored. Among them, the gender role type, professional interest, and the views and expectations of their own profession may have a close relationship with their employment. This study intends to explore the relationship between gender roles and professional gender stereotypes and professional interests in Colleges and universities. The results of this study not only reflect the problems of College Students' difficulty in employment, but also take targeted teaching from the aspects of gender roles, professional gender stereotypes, and professional interests. Education measures, scientifically and effectively guide the growth and employment of university students.
In this study, 264 college students from Shandong Jianzhu University were selected as subjects, using Sandra Beim's gender role scale (BSRI), Hollander's career interest scale, and self-made occupational stereotype questionnaire as the research tool to investigate the relationship between gender roles and professional gender stereotypes, and the relationship between professional interest.
1, the distribution of male and female college students in four different sex role types are in turn, undifferentiated (40.9%), double sex (27.3%), feminization (19.7%) and masculine (12.1%). The number of male college students is more male than that of the male group, but the difference is not significant; for the feminization group, female college students belong to feminization. The number of people in the group was significantly more than that of the female group. For the double sex group, the number of the male college students was more than the double sex group, but the difference was not significant. For the undifferentiated group, the number of undifferentiated groups was more than that of the undifferentiated group. There is a significant margin of difference in the number of people.
2, there is a general occupational stereotype among college students, among which male occupational stereotypes are more profound.
3, there are gender differences in the practical type and research type of College Students' professional interest. The scores of boys in the reality type and the research type are significantly higher than those of the girls; the professional interests of the students' professional interests are different in the realistic and social types. The scores of the students in the reality type are higher than those of the liberal arts students and the scores of the arts students in the social type. It's significantly higher than science students.
4, male college students' male professional stereotype and female professional stereotype are better than female students. In the male professional stereotype, the score of the double sex group is significantly lower than that of the male group; in the female professional stereotype, the double sex group is significantly lower than the undifferentiated group. The double sex group is compared with the unisexual group and the undifferentiated group. The elephant is much smaller.
5, the masculine group and the double sex group preferred the practical career and the social profession more than the feminization group; the double sex group preferred the research occupation more than the feminization group; the male group and the double sex group were more inclined to the enterprise type than the feminine group and the undifferentiated group. The Vocational interest of the double sex group was more extensive, and they were to the reality and the social type. Both research and enterprise types have preferences, so they have more career interest and career choice space.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

【引证文献】