Istraživanje teorije situiranih očekivanja i vrednosti: studija rodno zasnovanih odabira visokog obrazovanja
Sažetak
U članku se ispituje kako motivaciona uverenja, rodne uloge i stereotipi, kao i kulturni resursi i prakse oblikuju učeničke odabire univerzitetskih kurseva u tehničkim te društvenim i humanističkim naukama. Njegova teorijska okosnica je teorija situiranih očekivanja i vrednosti Eccles i saradnika, sa naglaskom na važnost njene rodne dimenzije, kao i sociokulturne pozadine izražene kroz indikatore kulturnog kapitala. Podaci iz upitnika prikupljeni su od 1301 srednjoškolca u Hrvatskoj. Rezultati pokazuju da su motivaciona uverenja, posebno utilitarna vrednost, bili najjači prediktori izbora studija i za devojke i za mladiće. Tradicionalne rodne uloge predviđale su slabije namere da se izaberu rodno nestereotipni kursevi. Podržavanje rodnih stereotipa o manjem talentu sopstvenog roda za zanimanja u tehničkim ili društvenim i humanističkim naukama predviđalo je slabije namere da se izaberu kursevi u tim oblastima studija. Konačno, čitalačke prakse, kao pokazatelj kulturnog kapitala, dodatno su objasnile odabir kurseva društvenih i humanističkih nauka za devojke i mladiće. Implikacija istraživanja je potreba za kreiranjem intervencijskih programa koji imaju za cilj dekonstrukciju rodnih uloga i propitivanje učeničkih stereotipa o obrazovnim domenima i zanimanjima.
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