Gender role identity of Maltese students in gender stereotyped University courses

Abstract

Much occupational choice can be attributed to the process of socialisation and the types of occupations that are considered appropriate for men and women. As children learn the contents of their society's gender schema, they learn which attributes are appropriate to their sex and hence to themselves, thus developing a gender role identity. Literature suggests that the internalisation of gender roles leads people to endorse gender-stereotypic goals which in turn accounts for the gender differences in career interest and gender segregation in the labour market. This study uses the quantitative online survey method to test a sample of Maltese university students following the Education, Engineering and Medicine courses. The Bern-Sex Role Inventory was used to measure gender-role identities. The students' views on the gender appropriateness of their chosen field of study were also explored. The results showed that gender role identities match the stereotype of the chosen courses confirming a possible influence of gender-role identity and traditional perceptions on students' academic choices. No connection was found between androgyny and non-traditional choice of study field. A change in perception on gender appropriateness of stereotyped courses was evident. This study has implications for education and career counselling and further research on gender role identities is recommended.