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And Purth-Grade Children 173 573 ' AUTHOR Riley, Paiela 3.;Jowers, Patricia TITLE The Influencf,of OcCupaltiijnal Toys opCareer: 'Aspirations. Einal:rogress Rsport. SPCNSAGNb Office of Education MEW, Washington, D.C. men's .-Educational EqUity,AotProgram.. *JpgAu NO, '665AI:161052 E5B'DATE Nov 77 OAST '- 007605075. -N0TE 1490. EDPS PRICE mpoA/Pcor Plus Rostige.. .DESCRIPTORS 'career -ch,ice; *Childhood Attitudes;iKhildrens Games; !Eduction'al Experiments;Educational Games; Elementary Education; Elementary Schooltudents; Females; Grade LO Kindergarten Children; Males; . *OCcupational Aspiration; .*OccupationalChoice;.,Sex Role;,SeX stiereotypes *Toys IDENTIFIERS Utah' I ABSTRACT made of the impdct cf nonsexist toys an / A study wa games cm the occupationals irations, and attitudes ofkindergarten and purth-gradechildren. - was hypothesized that childrenwhoplay with toysands` gamesthat suggest unon-sex-biasee careeroptions -would he less likely to hold to traditionaloeeupaiional expectations. Childpn in twenty-three classrooms wereexposed to the toys and*games.for four months. After this exposure,children in 'these classes, were compared withchildren in eighteen control 'classrooms. Analysis of the kindergarten dataindicated that the effects cf region (urban or rural) and group(experimental or control) on the occupationalchoices were' relatively slight.'However, the sex differences were highly significant.,Whenaskedto draw a pichtre Nf what they could be when they grew up, boysselected male sex-typed occupation and girls selectedfemale Sex-typed ccodpations. As with the kindergarten children,tit'to a lesser extent, fourth- grade 'males and femalesseemed to be ,well aware 'of sex role expectations. While the datasuggested that the toys and games had only a limited impact, various factors mayhave influenced the impact cf the toys, and'competing forms ofsex-role socialization. (Appended are references -,a list of ihe toys used,questionnaires, and other materials developed for theexperiement.) (tMS) rS ***** ************* ****** **** *** ****** Reproductions supplied by BURS arthe best that can be made from the original ocument.- ****************************i************************ ** 'PERMISSION TO REPRODUCE THIS U.S.ORtvams NT OP HEALTH, EDUCATION EINELPARE MATERIAL HAS SEEN GRANTED ElY .NATIONAL INSTITUTE OP r EDUCATION WEEAP OE Val% THIS . DOCUMENT, HAS SEEN REPRO- EDC DUCED- EXAULY AS RECEIVED FROM Fr% THD PERSON OR ORGANIZATION ATING- IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF TO THE EDUCATIONAL RESOURCES , eouckiloNvosmeN OR POLICY. INFORMATION UNTEll (ERIC)." FINAL PROGRESS REPORT THE INFLUENCE OF OCCUPATIONAL TOY ON CAREER ASPIRATIONS Pamela J. Riley Patricia Powers Utah State University Novembev. i97-7 This research was conducted for the Department of HealthiEdAtion, and Welfare under the Women's,Educational Equity Act Grant No.:' 6007605075 OE Entity No: 1876000528A1 Project_ No.:, 565AH61052 . Q. W__ EN'S ftDUCATIONAL EQUITY COMMUNICATIONSNETWO1* ACT , CPERATED FOR THELI.S. OFFICE OF MP/WON BY FAR WEST LABORATORY LINDER THE AUSPICES OF THE WOMEN'S EDUCATIONAL 0U1 WEECN Documentation Facility ORI/MtormakionSystems Division 4833 Rugby Avenue Suite205 Bethesda, Maryland 28814 (301) 654-105a r,; This document has been approved by the staff *Of the Women's'Educatio 1 Equity ComMUnications Network fdr,inclusion in the WEECN.datavase. If the document is processed fpr Relources intEducation..(11E),Tlease complete this-sheet and return"..it to the ERIC Facility along with the document. If you cannot accept this document for RIE, please returethe. document and the filledinsheet to ti WEECN Documentaticim:Facility '4'833 Rugby Avenue,:_ finite 8205 tidthesda,Maryland 2°044 ,Attn: Kathleen Lohman, Acquisitions ,Lihra an so we may know why you, found it UnsditableforERIC: A prepaWself addresses label has been provided for your convenience in, returning the document. -, NOTE: Reproduction release request for this rOport, if _cesgaryi musto be addressed to the.aUthotand/or'institutional source of the document, not to WEECN. ' WEECN Temporary Accession Number: CNO01629 DocuMentTitle:_lhgIftfloence of Occupational To arie-sre"RePi't- A Disposition of Document: Selected for the __Issue of RIE end - is,assigned document no. Not selected for RIE. Clearinghouse Name: Date: This is a final report of.a programsponsored by the WEER program of the Office of Education. Please'ube the source codaBBB16492 for the sponsoring agency. Level I.° TAB ,E OF CONTENTS Page List 4f Tableg_. List of Figures Chapter One - introduc_ion 1 Literature RevieL . .. * 2, Chi ive of .the Sty . .. S:tion of Toys 12 Chapter Two Methodu 13 Samtrling ProceLre . 13 . .............. The Research Design , . 15 Methods of Data Collection ..... 13 Statistical Analysis . ... 21 Desoiiptive Analysis 26 :Chapter Three - Ana/ysis of the Kindergarten Data Percentage Male in Occupation .. 27 Number of- Optioris . .. , 34 Descriptive Analysis ,. \ .., 45 "Nonsense" kespouses and Re fusals . = . ... 4 49' Chapter` Four - Analysis f the Fourth Grade Data 53 Percentage Male in,Occupatiow . P i .. 53 'Descriptive Analysis 61 Handouts . ...... 67 Chapter Five - Conclusions 69 References . 74 = A*..- 1 Appendices . 4 . ... N .. ... .77 , A List of Toys . .,,. .. , . .T' 77 B Handouts for Experimental Clpssrooms . 80 C- Kindergarten Instructions _ 99' DForth Grade Questionnaire . .-. '101.. E Teacher Questionnaires °10 F Occupational Coding Form . ' .11,1 G'Sample4 of-Drawings - Kindergarten . 116. H Tarenfial, Permission Forms 130 1 LIST OF TABLES' Tables 2:1 Number 1Ciassroors, by G g and Group . 14 2:2 Number of EXPerimeutal SUbjects., by Grade and Sex 16 I. 2:3 Nu er of_Contr;ol SubjecEs, by Grade-and:Sex 17 a 3:1 Average Percentage of Males in OceuPations Sdlected, by Se'at and Group,, in Self. Condition _ _ . 29 3:2. Percentage .by Sex, Selecting an,Occupation,Withia Given Percentage of Males in It, in Self Condition 30 Average Percentage Of Males in cupations Selected by oLl Sex and Group, in Reversal Conditionf%'. A . 32 .0. t. ..e, '1:4 Perceptage.by Sex, Selecting anOcc6f4ition With a Given Percentage of Mali: in t', in Reversal Condition . -3:5 Breakdown pt Subjects into.Sobcie eg. 3:6 Main Effects ` forNuAer of Unique Options Selected-in 'Self Cdndition 38 3:7 gel. Means, by Rev. n, Greup d Sex., in -Self Condition 39 Interaction Effects' for' Number of Unique Options Selected in the Self Condition N 3:9 Main Effects 'for Numpe_ of UniqueOptions Selected in 42 Reversal Condition . 3:10 'InteAction Effqdta for N tuber Uuique'Options Selected . a in the Reversat Condit 'ion . 1 m g . Cell Means, by Region, Cro6P,nd Sex, in ReverbAl tCondition 1-., - 44 2 Percentage in the Self Condition SelectingSpecific Occupations, by Sex add Group' . , 3:1- Percentage in the Reversal'COpdition Selecting Specific Occupations,, by.Sex and Group . 3:14 Chi Square Analysis of Nonrespond --_ts in Reversal 5o Condition, by Sex and Group . , , Tables Page . '3:15Chi Square of Nonrespondents in Reversal Condition, by Sex 5? Main Effects for Percent Male in Occupation Selected in Response to the Question, "What Would You/Like to ,Be When ,54 You Grow Up ?" . 4:2 Percentage by Sex, Selecting an Occupation With a' Given PerCent4geof Males in It - Responsep to the Question, " "What ,Would You Like to Be When You GrAw Up?" 57 Effects Selected in Response to the Question, "What Would -You. Like to Be When You Grow-Up?" . .. 58 4:4 Thre _ay Intera6tion,Effects for Percent Male,in Occupa- tiOn Selected in Response to the Question, "What Would You . , 59 Like to. Be When You Grow Up?" . '. .. , 4:5 :Main Mee for PercentMale in Occupation Selected in Response. the Question, "What Can You Be When You Grow .. 60 Op?"tr.) ,* 4:3' Percentage by Sex, Selecting an Occupation With a Given, Percentage of ,Males in It Responsel'-o the Question; "What Can You Be When You Grow Up?" . ... , . , . 63 Two,WayInteracticch Efects for Percent Male in Occupation: .___ _Selected in Re8ppOse to the .Question, "What' Can You BF When You Grow Up?" 64 -4:8 Three-Way Interaction- Effects for Percent Male in.Occupa- tion Selected in.Response to the Question, "What Can You . 65 Be When You G 'Up?" . - . ... 1 4:9 Percentag Selecting Specific Occupations, by Sex and Group. Responses to Question, "What Woula You Like to . , g . g g g Be When You Grow'Up?" . .. - % , t It 10 PercentageSelectingSpeCific Occupations. by Sex and 1 Group. Responses to Question "What Can YOU Be When , . 68 You Grow Up?" . - . ) ii LIST OF FIGURES Figures Page 2:1 Research Design 18 31 Frequency Distribution of Percentage ofMiles in Occupational Choices,'hy Sex; in Self Condition K Frequenty. Diseribution o ercentlge ofMales in 'Occupational Choices, by Sex, in ReXiersal Condition 35 4 :1 Frequency.Distribilio_ of Percentage of Males in Occupational Chores; by Sex,,in Response to the Question, -"What Wo'lLi You Like to Be When You Grow Up?" 56 4:2 Frequency Distribution of I'2rcentat4e of Males in Occupatignal Choices, by Se%, in litRponse to the Question, "What Can You Be qAn You Grow Up?" 62 CHAPTER. ONE tirvA INTRODUCTION in recent years,,_nuch empqasis has beenplaced on the processes and , -. plications of sex-role socialization. By far the majority of writers agree . that the piocess-of learning to play roles begins at avery early age..Such roles are transmitted throdgh all ajor agents of socializaion--i.e., par- eras, peers, institutions end various formsof media. Because of the impor- tance Of the educational inst
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