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Why don't more boys want to become teachers? The effect of a gendered profession on students’ career expectations

Han, SW; Borgonovi, F; Guerriero, S; (2020) Why don't more boys want to become teachers? The effect of a gendered profession on students’ career expectations. International Journal of Educational Research , 103 , Article 101645. 10.1016/j.ijer.2020.101645.

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Abstract

Gender differences in teaching career expectations were explored among 15-year-old students in 49 countries participating in the 2015 cycle of the Programme for International Student Assessment (PISA). Results revealed that boys were generally less likely than girls to expect to work as teachers, but the magnitude of the gender gap varied across countries. Boys were more likely to expect to work as teachers in countries with a greater representation of male teachers and in countries with higher teacher salaries. In countries with more egalitarian gender beliefs (i.e., beliefs and attitudes toward gender equality), both boys and girls were less likely to expect teaching careers, but this negative association was stronger for boys than for girls.

Type: Article
Title: Why don't more boys want to become teachers? The effect of a gendered profession on students’ career expectations
DOI: 10.1016/j.ijer.2020.101645
Publisher version: https://doi.org/10.1016/j.ijer.2020.101645
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Cross-national variations, Teaching career expectations, Underrepresentation of male teachers, Socialisation of occupational preferences, PISA
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10112547
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