Authors : Agnes S. Virtudazo

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/yv4dr3vu

Scribd : https://tinyurl.com/y9pr62rc

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY1792

Abstract : This study examines the intricate relationship between gender stereotypes and career aspirations among Grade 8 students in the context of Technology and Livelihood Education (TLE). Employing a descriptive correlational research design, data was collected through a survey instrument adapted from validated scales. The extent of gender stereotypes was assessed across various dimensions, including occupational segregation, role expectations, differential treatment in education, media representations, and limited career aspirations. Additionally, students' career aspirations were explored concerning perceived suitability of careers, confidence in pursuing TLE careers, and perceptions of opportunities. Statistical analyses revealed a significant negative correlation between gender stereotypes and career aspirations, signifying the pervasive impact of these stereotypes on students' career inclinations. Furthermore, regression analyses identified indicators of gender stereotypes that significantly influence career aspirations. The implications of these findings resonate across educational stakeholders. School officials, educators, and students can utilize these insights to foster inclusive learning environments that challenge gender norms and promote diverse career paths in TLE. This study contributes to the existing literature by empirically illuminating the connections between gender stereotypes and career aspirations, offering a foundation for informed policy-making and targeted interventions.

Keywords : Gender Stereotypes, Career Aspirations, Technology and Livelihood Education (TLE), Grade 8 Students, Educational Environment, Inclusive Learning.

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