Expanded version of an address given at 1992 APA Convention, Washington, DC, August.
UNDERSTANDING WOMEN'S EDUCATIONAL AND OCCUPATIONAL CHOICES
Applying the Eccles et al. Model of Achievement-Related Choices
Version of Record online: 28 JUL 2006
Psychology of Women Quarterly
Volume 18, Issue 4, pages 585–609, December 1994
How to Cite
Eccles, J. S. (1994), UNDERSTANDING WOMEN'S EDUCATIONAL AND OCCUPATIONAL CHOICES. Psychology of Women Quarterly, 18: 585–609. doi: 10.1111/j.1471-6402.1994.tb01049.x
The author wishes to thank all of her colleagues and former students who have worked with her in developing the studies summarized in this paper. These include Judith Meece, Carol Kaczala, Allan Wigfield, Janis Jacobs, Constance Flanagan, Rena Harold, Bonnie Barber, and Deborah Jozefowicz. This work was supported by grants from National Institutes of Mental Health and Child Health and Human Development, and National Science Foundation.
- Issue online: 28 JUL 2006
- Version of Record online: 28 JUL 2006
- First draft received: December 1, 1993 Final draft received: June 26, 1994
Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and women are still underrepresented in many high-status occupational fields-particularly those associated with physical science, engineering, and applied mathematics. Many factors, ranging from outright discrimination to the processes associated with gender role socialization, contribute to these gendered patterns of educational and occupational choices. This paper summarizes a set of social and psychological factors that Eccles and her colleagues have been studying for the past 15 years in an effort to understand the occupational and educational choices of women and men. The paper summarizes the key features of the theoretical model they developed and provides an overview of the empirical support now available for key aspects of this model. The implications of this model for understanding the link between gender roles and gendered educational and occupational decisions are discussed.