A dynamic and contextualized account of the processes and mechanisms underlying gendered career decisions and attainment across the life course. Editor(s): Schoon, Ingrid; Eccles, Jacquelynne S. Num Pages: 510 pages, 63 b/w illus. 58 tables. BIC Classification: JFSJ; JMC. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 246 x 183 x 34. Weight in Grams: 1076. . 2014. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

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Bibliographic Details

Title: Gender Differences in Aspirations and Attainment: A Life Course Perspective
Publisher: Cambridge University Press
Publication Date: 2014
Language: English
ISBN 10: 1107021723
ISBN 13: 9781107021723
Binding: Hardcover
Condition: New

About this title

Synopsis

What is the role of parents, peers and teachers in shaping school experiences and informing the career choice of males and females? Does the school context matter, and to what extent do educational experiences influence young people's self-concept, values and their outlook to the future? Do teenage aspirations influence later outcomes regarding educational attainment and the assumption of work and family related roles? These questions and more are addressed in the chapters of this book, following lives over time and in context. The book is both innovative and timely, moving the discussion of gender inequalities forward, providing a dynamic and contextualized account of the way gendered lives evolve. Chapters address the role of institutional structures and the wider socio-historical context in helping young men and women to realize their ambitions. A unique feature is the longitudinal perspective, examining the role of multiple interlinked influences on individual life planning and attainment.

About the Authors

Ingrid Schoon is Professor of Human Development and Social Policy in the Institute of Education, University of London.

Jacquelynne S. Eccles is McKeachie/Pintrich Distinguished University Professor in the School of Education, University of Michigan.

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