:::

詳目顯示

回上一頁
題名:性別刻板印象威脅效應影響女高中生生涯發展決策之研究
作者:陳安琪
作者(外文):CHEN, AN-CHI
校院名稱:國立高雄師範大學
系所名稱:性別教育博士學位學程
指導教授:謝臥龍
學位類別:博士
出版日期:2016
主題關鍵詞:性別刻板印象威脅女高中生生涯決策生涯發展類組選擇科系選擇gender stereotype threatcareer developmentcareer decision-makingsenior-high-school girlssubject major choiceuniversity major choice
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:0
對台灣高中生而言,生涯決策是生涯發展歷程中的重要節點,在求學階段必須面臨選組與大學科系選擇,以及對於日後職業領域的初探與初步決定,因此生涯發展決策不僅是學校輔導的重點工作,同時也被視為青少年自我認知與自我統整的重要因素。其中性別角色刻板印象不僅影響個體的生涯發展,其對於女高中生所造成的威脅效應,藉由社會文化的流言蜚語與傳媒運作、家庭社會化教養歷程與學校就學經驗,逐步內化烙印於認知系統,並且體現於其生涯發展決策上,有鑑於此,本研究試圖探究性別刻板印象威脅效應分別於社會文化、家庭與學校層面影響女高中生生涯發展決策之意涵。
在研究參與者之設定部分,為聚焦於女高中生在就學期間關於生涯發展決策的性別刻板印象威脅經驗,本研究以就讀公私立普通高中且填完大學學測志願表之高三女學生為研究對象,以張貼招募海報與人際網絡徵詢之立意取樣與滾雪球取樣方式,進行研究參與者之邀請,並採質性研究之焦點團體法進行性別刻板印象威脅經驗的資料蒐集,再於團體訪談過程中找尋展現出能動性之成員,進一步邀請其參與個別訪談之研究,藉以蒐集突破生涯困境與性別威脅之能動資料。據此本研究分別組成五組社會組與五組自然組之焦點團體,其中社會組有32位,自然組女生有38位,總共70人,從中篩選出個別訪談研究參與者則有18人,包含12位自然組女生與6位社會組女生。
本研究發現如下:
1. 性別刻板印象威脅效應之社會文化遠端因素:性別意識型態的流言蜚語,全面性地藉由男女性別角色文化信念之日常生活體現,男擅理女擅文之性別分流校園情 境、性別適配之職場規則社會化觀察,以及性別設限之婚育文化規範,此四項加乘地持續影響女高中生的生涯發展決策與未來職業範域的規劃想像。再者,本研究結果顯示傳媒的資訊提供、興趣啟蒙與意向導引角色、出路重於興趣之社會取向決策依據,基於生物本質論衍生而出的性別區隔之社會文化期待,以及傳統與現代折衝匯聚之女性生涯成就動機等四項因素,其所隱含的性別刻板印象威脅效應,則是影響女高中生在從事生涯發展決策時的近端因素。
2. 性別刻板印象威脅效應之家庭教養遠端因素,在於家庭性別刻板印象威脅情境,分別透過家務性別分工之再製、父母性別化之興趣啟蒙與教養期待,以及生涯發展之家長期待等三方面之境教、身教與言教,影響女高中生的自我概念、自我效能感與生涯興趣之形塑,進而導引其生涯發展決策意向與內涵。至於性別刻板印象威脅效應之家庭教養近端因素,除了親友經驗與建議之提供以外,父母建議與親子協商之決策內涵,本研究結果顯示出四種型態:放任自主不加干涉、尊重自決提供建議、左右為難意見分歧、強勢主導多所限制等。此四種家長教養態度所內蘊的性別刻板印象威脅效應,同樣幽微或刻意地框架牽引著女高中生的生涯發展決策內涵。3. 性別刻板印象威脅效應之就學經驗遠端因素,則分別為性別區隔內蘊之教育體制、客製化與績效化之補習文化、性別導流舵手之教師教學、性別威脅默化之師生關係,以及性別位階操演之同儕互動等五項因素,在女高中生的就學經驗中形塑出性別刻板印象威脅效應,造成其學習興趣與自我效能之負面影響,進而牽動其生涯發展決策意向與內涵。此外,高中分組制度設計與科目自我效能感、學科能力為主的大學篩選機制,以及教師角色功能等三項,其所隱含之性別刻板印象威脅效應,則是影響女高中生生涯發展決策的近端因素。
4.激發女高中生生涯發展決策能動性之影響因素,主要分為外在脈絡因素之情境助力與內在個人因素之自我趨力兩部分,前者分別是性別刻板印象鬆動之社會氛圍、人際網絡支持與具能動性之性別角色楷模三項;後者則為平權之性別角色態度、工具性性別特質、較高的自我效能感,以及學科與職業興趣等四項。至於女高中生在面臨生涯決策與生涯發展歷程中,知覺性別刻板印象威脅效應時,所展現的多元能動性樣態與發聲內涵,則是交融匯聚了西方個人主義與華人集體文化信念,呈顯出全球化下的混雜並置風格,筆者統整分析後分為兩類:正面對抗的多元策略,以及迂迴反擊的折衷之道。
根據上述研究發現,本研究針對教育政策、師資培育與教師研習、親職教育與學校教育部分分別提出具體建議,至於本研究價值,在於提供政策制定者、教育工作者與生涯諮商輔導人員,在從事生涯教育與生涯輔導之相關政策修訂、教材研發、課程規劃、活動設計與教學實施之參考,俾使適性揚才之教育目標得以具體實踐。
For Taiwanese senior high school students, career decision-makings are very important during their career development process. They have to choose their major subject area and college majors, and then begin the first exploration about future vocational world. Therefore, career development decision-making becomes not only the focus of the work of school counselling, but also the vital factor of self-cognition and self-integration for adolescents. Senior high school girls’ career development process is affected by gender stereotype threat through social culture, parents’ upbringing, and school education, thus shapes their career development decisions. In this study, the perspective of gender stereotype threat is adopted to investigate what and how the gender stereotype threat factors influence senior high school girls’ career decision-making in three dimensions: social culture, parents’ upbringing, and school education.
This study selects five public/private coeducational senior high schools in south Taiwan, adopts purposive sampling, and assigns the third grade senior high school female students who major in science and engineering to five focus groups of gender stereotype threatened career development experience, and five focus groups for girls who major in humanities, 5 to 8 students for each group. Finally, there are 70 participants of the research that includes 32 students who major in humanities and 38 in science and engineering. Then, 12 girls who major in science and engineering and 6 in humanities therein are selected to participate in deep interview for collecting data about their agenetic experience of overcome career obstacles and gender stereotype threat. All data are analyzed, interpreted and discussed.
Findings of this research are as follows:
1. The distal factors of gender stereotype threat in social culture which influences senior high school girls’ career decision-making include people’s embodiment of gender role belief, a deep gender segregation between boys good at science and girls good at literature in the school learning atmosphere, gender adaptation of vocational field, and gender limit of marriage and raising cultural norm. As to the proximal factors of gender stereotype threat in social culture, media as a career information provider and a vocational interest promoter, social-direction decision-making of a better job prior to interest, social and cultural expectations based on biological essentialism, and coexisting modern and traditional women’s career achievement motivation are included.
2. There are three distal factors of gender stereotype threat in parents’ raising process which affect girls’ career development decision-making: the reproduction of sexual division of household labor, parents’ gendered upbringing and guidance, and their career expectation on girls. In addition, suggestion and experience from relatives, and negotiation between parents and children about their career development choice are also the proximal factors of gender stereotype threat in family.
3. For gender stereotype threat of schooling on girls’ career decision-making, educational system of gender segregation, cram school culture of performance-oriented and customer-oriented, teachers as the helmsman of gender segregation, and the gender threat relationship of teacher and students, and gender hierarchical performativity by classmates’ interaction are the five distal factors of gender stereotype threat in schooling which influence senior high school girls’ career development decision-making. Besides, the proximal factors are the system of subject major of senior high school, college entrance channel, and teacher’s roles and functions.
4. The elements of senior high school girls’ agency include two parts: contextual support and personal inner drive. The former are more gender friendlier social atmosphere, support from social network, and gender role models. The latter are attitude of gender equity, instrumental traits, higher self-efficacy, and strong interest of subjects and vocations.
Findings of this study may serve as reference for educational policy makers, educators and career counselors who promote relevant policies of career education and career counseling, compile teaching materials of gender equality, and construct gender-friendly learning scenarios.
中文部分
卜少平、駱明慶(2015)。父母對子女教育投資的性別差異-以就學貸款為例。人文及社會科學集刊,27(2),361-393。
于曉平(2002)。雙親在資優生生涯發展中的角色之研究。特殊教育研究學刊,23,141-162。
于曉平(2005)。高中數理資優女生選擇進入基礎科學科系之歷程研究。特殊教育研究學刊,29,337-362。
于曉平(2007)。高中數理資優女生性別角色、生涯自我效能與生涯發展之關聯及角色楷模課程實驗之影響研究(未出版之博士論文)。國立台灣師範大學,台北市。
于曉平、林幸台(2010)。角色楷模課程對高中數理資優女生性別角色、生涯自我效能與生涯發展影響之研究。教育科學研究期刊,55(1),27-61。
方朝郁、謝臥龍、方德隆(2002)。教科書性別偏見檢核規準。載於謝臥龍(主編),性別平等教育-探究與實踐(頁89-114)。台北:五南。
方德隆(2000)。校園夫子性別意識型態的重塑。載於謝臥龍(主編),性別:解讀與跨越(頁345-366)。台北:五南。
方德隆(2002)。國民小學教科書性別意識型態的檢視。載於謝臥龍(主編),性別平等教育—探究與實踐(頁115-150)。台北:五南。
王文科、王智弘(譯)(1999)。焦點團體訪談—教育與心理學適用(原作者:S. Vaughn, J. S. Schumm, & J. Sinagub)。台北市:五南。
王玉珍、吳麗琴(2009)。大一生回顧升學生涯抉擇與生涯適應之脈絡相互影響模式探究。中華輔導與諮商學報,25,39-79。
王志弘、張淑玫(譯)(1995)。權力與空間:米歇‧傅柯的空間論。載於認識傅柯(頁115-134)(原作者:L. A. Filling, & M. Susser)。台北:時報。
王秀槐(2006)。大學生的科系選擇:正視大學生科系志趣不合的問題。台灣高教研究,1,1-12。
王秀槐(2015)。從「以我為榮」到「證明自己」:華人文化脈絡下知覺不同父母期待之大學生的生涯因應組型初探研究。輔導與諮商學報,37(1),79-97。
王秀槐、黃金俊(2010)。擇其所愛、愛其所擇:從自我決定理論看大學多元入學制度中學生的科系選擇與學習成果。教育科學研究期刊,55(2),1-27。
王紅芳(2005)。勞動力市場職業性別隔離行為分析。求實,10,44-47。
王雅玄(2012)。主宰性別主宰科技?科技性別化現象分析。科學教育學刊,20(3),241-265。
王雅玄(2014)。如魚得水?科技女性成功論述之研究。教育科學研究期刊,59(4),137-164。doi:10.6209/JORIES.2014.59(4).05
王雅各(2004)。質性研究導論。載於謝臥龍(主編),質性研究(頁1-56)。台北市:心理。
王儷靜(2013)。重探性別融入教學之「融入」意涵。女學學誌:婦女與性別研究,32,1-40。doi:10.6255/JWGS.2013.32.1
田弘華、田芳華(2008)。大學多元入學制度下不同入學管道之大一新生特性比較。人文及社會科學集刊,20(4),481-511。
田秀蘭(1998)。男女大學生生涯阻礙因素之分析研究。教育心理學報,30(1),133-148。
田秀蘭(1999)。女性對生涯阻礙知覺之質的分析。教育心理學報,31,89-107。
田秀蘭(2003)。社會認知生涯理論之興趣模式驗證研究。教育心理學報,34(2),247-266。
朱柔若(譯)(2000),社會研究方法:質化與量化取向(原作者:W. L. Neuman)。台北:揚智。
朱惠瓊(2009)。高中生涯規劃課程實施成效調查研究。家庭教育與諮商學刊,7,1-22。
朱慧萍、饒夢霞(2000)。大學轉變科系學生生涯決定歷程。教育心理學報,32(1),41-66。
江文瑜(1996)。口述史法。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁249-270)。台北:巨流。
江明曄(2008)。高中資賦優異學生生涯輔導方案內涵。特殊教育學報,27, 53-80。
何定照(譯)(2006)。活生生的身體與性別:對社會結構與主體性的反思。載於像女孩那樣丟球:論女性身體經驗(頁17-41)(原作者:I. M. Young)。台北:商周。
何春蕤(1998)。性/別校園-新世代的性別教育。台北:元尊文化。
何修(譯)(1992)。美貌的神話(原作者:N. Wolf)。台北:自立晚報。
何穎怡(譯)(2000)。女性研究自學讀本(原作者:J. Magezis)台北:女書。
余民寧、趙珮晴(2010)。選擇科學職業意圖的性別差異分析—以TIMSS2003台灣八年級學生為例。諮商輔導學報,22,1-29。
余民寧、趙珮晴、陳嘉成(2010)。以社會認知生涯理論探討影響選擇數學職業意圖的因素。教育科學研究期刊,55(3),177-201 。doi: 10.3966/2073753X2010095503007
余安邦(2005)。成就動機與成就觀念。載於楊國樞(主編),華人本土心理學(下)(頁665-712)。台北:遠流。
吳芝儀、李奉儒(譯)(1995)。質的評鑑與研究(Quailitative evaluation and research methods)。(原作者:M. Q. Patten)。台北:桂冠。
吳怡君(2000)。高中新生的生涯困擾與實施團體輔導之改變效果(未出版之碩士論文)。國立政治大學,台北市。
吳明隆、葛建志(2006)。國民小學學生數學歸因信念、數學態度、數學焦慮與數學成就之相關研究。高雄師大學報,21,1-18。
吳武典、簡茂發、洪冬桂、舒琮慧、鄒小蘭、張芝萱、吳道愉(2010)。高中學生生涯發展組型建構及其在升學與生涯輔導上的意義。教育科學研究期刊,55(2),29-72。
吳芝儀(2000)。生涯輔導與諮商:理論與實務。嘉義:濤石。
吳淑敏(2008)。傑出女性科學家成功因素與性別議題之探討。資優教育研究,8(1),19-46。
吳淑敏(2009)。傑出女性科學家生涯發展歷程之探討。特殊教育研究學刊,34(1),75-103。 doi:10.6172/BSE200903.3401004
吳嘉麗(1998)。從性別角度看國中數理化教科書。兩性平等教育季刊,2,58-65。
吳懷遠(1982)。高中學生選組輔導之研究。輔導月刊,18(3/4),25-40。
呂玉瑕(2011)。台灣民眾性別角色態度的變遷:1991-2001。台灣社會學刊,48,51-94。
宋文偉、張慧芝(譯)(2003)。性政治(原作者:K. Millett)。台北:桂冠。
宋曜廷、田秀蘭、鄭育文(2012)。國中與高中職階段生涯測驗使用現況之分析研究。教育心理學報,43(4),875-898。
李子貝(2012)。高中資優女學生性別刻板印象威脅對數學表現、數學認同、自尊和折扣影響之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
李美枝、鍾秋玉(1996)。性別與性別角色析論。本土心理學研究,6,260-299。
李淑君(2005)。身體、權力、認同—論陳雪女同志小說中的身體政治(未出版之碩士論文)。國立成功大學,台南市。
李淑菁(2007)。性別化學校的形塑過程:一個案例研究。教育與社會研究,13,121-152。
李莉、白云閣、徐少岡、王耘(2010)。教師課堂教學行為與學生課堂參與的關係。教學研究,33(5),13-16。
李曉蓉(2003)。女性教師文化之探討:女性主義的觀點。幼兒保育學刊,1,39-63。
沈繼榮、郭愛妹(2010)。試析女性主義心理學的方法論。南京師大學報(社會科學版),1,92-101。
周雅容(1996)。象徵互動論與語言的社會意涵。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁75-98)。台北:巨流。
周雅容(1998)。語言互動與權力:倫理的思考。載於嚴祥鸞(主編),危險與秘密--研究倫理(頁141-184)。台北:三民。
周愫嫻(2001)。愛上學的孩子,不會變壞嗎?論學校因素與青少年偏差行為之關係。應用心理研究,11,93-115。
岳修平、劉伊霖、胡秋帆(2004)。數位學習中的性別差異。婦研縱橫,71,35-43。 doi:10.6256/FWGS.2004.71.35
林大森(2002)。探討高中/高職的公立/私立分流對地位取得之影響。教育與心理研究,25(1),35-62。
林大森、陳憶芬(2006)。台灣高中生參加補習之效益分析。教育研究集刊,52(4),35-70。
林文琪(譯)(2006)。身體、健康及飲食失調(原作者:S. Benson)。載於K. Woodward(編),認同與差異(頁212-324)。台北:韋伯文化。
林秀麗(譯)(2000)。性與身體的解構(原作者:J. Harding)。台北:韋伯文化。
林佩儀(2006)。女性主義取向與多元文化督導取向的結合。諮商與輔導,252,24-28。
林宗德(譯)(2008)。文化理論面貌導論(原作者:P. Smith)。台北:韋伯文化。
林幸台、田秀蘭、張小鳳、張德聰(2003)。生涯輔導。台北:國立空中大學。
林忠正、黃璀娟(2009)。補習文化。人文及社會科學集刊,21(4),587-643。
林芳玫(2009)。性別主流化在台灣:從國際發展到在地化實踐。新世紀智庫論壇,45,32-38。
林筠諺(2010)。大一新生校系選擇影響因素關係之研究。教育研究與發展期刊,6(3),223-256。
林蔚芳(2012)。從生涯發展的觀點看—如何協助國中生適性發展。教師天地,177,4-9。
林曉芳(2009)。影響中學生科學素養差異之探討:以台灣、日本、南韓和香港在PISA2006資料為例。教育研究與發展期刊,5(4),77-107。
林麗華、林清文(2003)。國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係之研究。彰化師大輔導學報,25,87-132。
邵意雯(2013)。國小級任教師應具備之輔導知能。諮商與輔導,328,61-63。
金樹人(2011)。生涯諮商與輔導(重修版)。台北市:臺灣東華。
金耀基(1993)。「面」、「恥」與中國人行為之分析。載於楊國樞(主編),中國人的心理(頁319-346)。台北:桂冠。
侯雅齡(2013)。資優生科學自我概念與科學成就之縱貫研究。教育科學研究期刊,58(2),57-90。doi: 10 .3966/2073 753X20 13065802003
俞智敏、陳光達、陳素梅、張君玫(譯)(1995)。女性主義觀點的社會學(原作者:P. Abbott, & C. Wallace)。台北市:巨流。
洪秀珍、謝臥龍、駱慧文(2013)。性別刻板印象與數學相關專業發展之研究:以科技大學工程女學生為例。屏東教育大學學報,40,77-104。
洪素珍(2001)。口述歷史訪談技巧,載於高雄師範大學性別教育研究所承辦之「口述歷史工作坊」工作坊手冊(頁12-16),高雄市。
胡幼慧(1996a)。焦點團體法。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁223-238)。台北:巨流。
胡幼慧(1996b)。質性研究的分析與寫成。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁159-172)。台北:巨流。
胡幼慧、姚美華(1996)。一些質性方法上的思考。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁141-158)。台北:巨流。
范麗娟(2004)。深度訪談。載於謝臥龍(主編),質性研究(頁81-126)。台北市:心理。
夏林清(1996)。實踐取向的研究方法。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁99-120)。台北:巨流。
徐宗國(2001)。拓邊照顧工作:男護士在女人工作世界中得其所在。台灣社會學刊,26,163-210。
徐振邦、梁文蓁、吳曉青、陳儒晰(譯)(2006)。最新教育研究法。(原作者:L. Cohen, L. Manion, & K. Morrison)。台北縣:韋伯文化。
徐新逸、黃麗鈴(1999)。高中生學業成就自我效能與學業成就表現之探討:影響自我效能因素與成就表現相關研究。教育與心理研究,22,267-294。
祝若穎(2008)。女性主義方法論及對教育研究之啟示。國民教育研究學報,20,55-72。
翁淑緣(2000)。影響國中學生電腦學習意願之個人特性探討。教育與心理研究,23(1),147-172。
財團法人婦女權益促進發展基金會(2013)。性別影響評估學習手冊。財團法人婦女權益促進發展基金會出版。
康素蓉(2003)。綜合高中學生輔導需求評估之研究—以一所私立商業職業學校轉型綜合高中為例(未出版之碩士論文)。國立高雄師範大學,高雄市。
張君玫(譯)(2010)。猿猴、賽伯格和女人(原作者:D. J. Haraway)。台北:群學。
張妤婷(2013)。國小資優生對教師教學行為的知覺、同儕關係與生涯發展之相關研究。特殊教育與復健學報,28,43-62。
張芳全(2006)。影響數學成就因素探討—以台灣在TIMSS2003年的樣本為例。課程與教學季刊,9(3),151-168。
張春興(2006)。張氏心理學辭典(重訂版)。台北:東華。
張晉芬(2002)。找回文化:勞動市場中制度與結構的性別化過程。台灣社會學刊,29,97-125。
張晉芬(2014)。性別勞動平權的進步與檢討。載於陳瑤華(主編),台灣婦女處境白皮書:2014年(頁171-208),台北市:女書文化。
張晉芬、黃玟娟(1997)。兩性分工觀念下婚育對女性就業的影響。載於劉毓秀(主編),女性、國家、照顧工作(頁227-252)。台北:女書文化。
張逸柔(2009)。不同性別師生互動對學生科學學習刻板印象威脅之研究(未出版之碩士論文)。國立中山大學,高雄市。
張錦華、劉容玫(譯)(2001)。女性主義媒介研究(原作者:L. van Zoonen)。台北:遠流。
張麗鳳(2005)。高中生涯輔導課程之需求與規劃—請聽聽實務工作者的看法。輔導季刊,41(3),68-71。
教育部(2011a)。教育部十二年國民基本教育實施計畫之國中與高級中等學校學生生涯輔導計畫緣起。2015年2月8日,取自http://12basic.edu.tw/Detail.php?LevelNo=1071
教育部(2011b)。教育部十二年國民基本教育實施計畫之國中與高級中等學校學生生涯輔導計畫目標。2015年2月8日,取自http://12basic.edu.tw/Detail.php?LevelNo=1073
教育部(2011c)。教育部十二年國民基本教育實施計畫之國中與高級中等學校學生生涯輔導現況分析。2015年2月8日,取自http://12basic.edu.tw/Detail.php?LevelNo=1072
教育部國民及學前教育署(1998)。97年國民中小學九年一貫課程綱要。2015年2月8日,取自http://teach.eje.edu.tw/9CC2/9cc_97.php
梁福鎮(2000)。詮釋學方法及其在教育研究上的應用。載於國立中正大學教育研究所(主編),質的研究方法(頁221-238)。嘉義市。
畢恆達(1995)。生活經驗研究的反省:詮釋學的觀點。本土心理學研究,4,224-259。
畢恆達(1998)。社會研究的研究者與倫理。載於嚴祥鸞(主編),危險與秘密--研究倫理(頁31-91)。台北:三民。
莊明貞(2003)。性別與課程—理念、實踐。北市:高等教育。
莊珮真(2003)。高中生因應大學多元入學方案生涯決策之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
莊慧秋(2000)。青春的心,苦澀?張老師月刊,268,91。
許殷宏(2006)。能力分班中的階級問題。課程與教學季刊,9(4),101-118。
郭祐誠、許聖章(2011)。數學能力與性別對高中學生選組之影響。經濟論文叢刊,39(4),541-591。
郭雪貞、蔡忠賢(2008)。數學自我效能之研究—以技術學院新生為例。國立台中技術學院學報,9(1),61-72。
郭靜姿、林美和、胡寶玉(2003)。高中資優班畢業女性之角色刻板知覺、生涯阻礙因素與潛能發揮自評。資優教育研究,3(2),1-36。
郭靜姿、陳若男、林美和、簡維君、張靖卿、胡寶玉、…周佩蓉(2007)。重要他人對於高中資優班畢業女性生涯發展的影響。資優教育研究,7(2),1-18。
陳之昭(1993)。面子心理的理論分析與實際研究。載於楊國樞(主編),中國人的心理(頁155-238)。台北:桂冠。
陳月娥(2001)。勞動市場職業性別隔離決定性因素之研究(未出版之博士論文)。國立台灣大學,台北市。
陳安琪(2003)。以批判女性主義觀點探討中年父親父職角色實踐與父子關係之跨世代影響(未出版之碩士論文)。國立高雄師範大學,高雄市。
陳伯璋(2000)。質性研究方法的理論基礎。載於國立中正大學教育研究所(主編),質的研究方法(頁25-49),嘉義市。
陳明珠(2006)。身體傳播。台北:五南。
陳建州(2004)。教育期望的性別差異:高中、高職的比較。兩性平等教育季刊,26,43-57。
陳建州(2009)。影響大學生學習領域性別階層化之因素。教育研究集刊,55(2),35-67。
陳建州(2011)。女性的教育成就與大學畢業後初期位置之關係。教育研究集刊,57(3),75-121。
陳建志(2001)。台灣地區就業市場收入性別差異之探討。教育與社會研究,2,123-154。
陳建志(2002)。人力資本差異或性別歧視?就是市場性別階層化之探討。人文及社會科學集刊,14(3),363-407。
陳昭如(2014)。還是不平等—婦運修法改造父權家庭的困境與未竟之業。載於陳瑤華(主編),台灣婦女處境白皮書:2014年(頁77-116)。台北市:女書文化。
陳美華(2008)。不可告人的秘密?一個關於性工作研究中的性、性別與知識生產的反思。台灣社會研究季刊,71,1-39。
陳書梅、劉益君(2014)。大學生對生涯資訊需求之探索性研究。圖書館學與資訊科學,40(1), 82-86。
陳皎眉、孫旻暐(2006)。從性別刻板印象威脅談學業表現上的性別差異。教育研究月刊,147,19-30。
陳舜文(2005)。華人的社會目標與成就動機:以台灣大學生為例(未出版之博士論文)。國立台灣大學,台北市。
陳瑤華(2014)。落實打造新的性別文化。載於陳瑤華(主編),台灣婦女處境白皮書:2014年(頁483-496)。台北市:女書文化。
陸洛(2003)。人我關係之界定—「折衷自我」的現身。本土心理學研究,20,139-207。
陸洛、楊國樞(2005)。社會取向與個人取向的自我實現觀:概念分析與實徵初探。本土心理學研究,23,3-69。
陸海棠(2010)。透視學校教育話語中的性別不平等問題。教育與教學研究,24(9),42-44。
彭莉惠、熊瑞梅(2011)。性別信仰對科系與職業選擇之影響:以台灣為例。社會科學論叢,5(1),85-138。
彭渰雯、林依依與葉靜宜(2009)。女性在陽剛職場內的樣板處境:以海巡與消防單位為例。東吳政治學報,27(4),115-169。
曾心怡、游美惠、謝臥龍、張德勝(1998,4月)。高中自然組之班級組成型式、學習動機、師生互動間的關係之研究。載於高雄醫學院心理學系主辦之「當前台灣心理學發展的回顧與展望」研討會論文集(頁252-256),高雄市。
曾瑞譙、徐恩研、黃貞裕(2008)。國三畢業學生選填升學志願影響因素之研究。學校行政雙月刊,53,272-298。
游淑華(2011)。科大女生的性別論述策略—藝術領域女生與工科領域女生的比對。藝術與文化論衡,2,29-39。
程萍(2006)。內隱性別刻板印象對女大學生成就動機的影響。武漢理工大學學報(社會科學版),19(4),581-583。
項靖、陳儒晰、陳玉箴、李美馨(譯)(2002)。論文計畫與研究方法(原著第四版)(原作者:L. F. Locke, W. W. Spirduso, & S. J. Silverman)。台北縣:韋伯。
項樂琦(2008)。刻板印象威脅下的青少女:男性化特質對邏輯分析表現與信心的效果(未出版之碩士論文)。國立台灣大學,台北市。
黃玉幸(2014)。科技大學女學生性別經驗之分析—以雙軌班學生為例。正修學報,27,211-228。
黃光國(2009)。儒家關係主義:哲學反思、理論建構與實徵研究。台北:心理。
黃秀穗、陸偉明(2009)。大學生性別與生涯決定轉變之探討—台灣高等教育資料庫之運用。高等教育,4(1),97-119。
黃幸美(1995)。數理與科學教育的性別差異之探討。婦女與兩性學刊,6,95-135。
黃淑苓(2005)。教師專業發展的應然與實然。教育科學期刊,5(2),154-168。
黃惠雯、童婉芬、梁文蓁、林兆衛(譯)(2002a)。臨床研究中焦點團體的運用(原作者:J. B. Brown)。載於W. L. Miller, & B. F. Crabtree(主編),質性方法與研究原著第二版(頁117-136)。台北:韋伯文化。
黃惠雯、童婉芬、梁文蓁、林兆衛(譯)(2002b)。著。深度訪談(原作者:W. L. Miller, & B. F. Crabtree)。載於W. L. Miller, & B. F. Crabtree(主編),質性方法與研究原著第二版(頁97-116)。台北:韋伯文化。
黃瑛琪、連廷嘉、鄭承昌(2006)。生涯輔導課程方案對高三學生生涯自我效能及生涯定向之效果研究。諮商輔導學報,14,36-63。
黃瑞琴(1994)。質的教育研究方法。台北:心理。
黃毅志、陳俊瑋(2008)。學科補習、成績表現與升學結果—以學測成績與上公立大學為例。教育研究集刊,54(1),117-149。
黃囇莉(1999)。跳脫性別框框。台北市:女書文化。
黃囇莉(2001)。身心違常:女性自我在父權結構網中的「迷」途。本土心理學研究,15,3-62。
黃囇莉(2003)。游移於生物決定論與社會建構論之間:心理學中的性別意識。女學學誌:婦女與性別研究,16,85-120。
楊巧玲(2005)。性別化的興趣與能力:高中學生類組選擇之探究。臺灣教育社會學研究,5(2),113-153。
楊巧玲(2007)。從性別關係取徑看同儕互動—以一所高中學生的校園經驗為例。當代教育研究季刊,15(2),79-112。
楊宇彥(2000)。女性生涯發展研究之質的取向─敘說研究法。測驗與輔導,163,3429-3431。
楊百川(2003)。高中生心理需求困擾之評量與調查研究(未出版之碩士論文)。國立成功大學,台南市。
楊育儀、吳芝儀(2013)。質性生涯評量工具及生涯諮商實務之應用。輔導季刊,49(4),14-26。
楊幸真(2009)。青少年性的學習、認同與實踐:二所高中校園的民族誌研究。當代教育研究季刊,17(2),31-69。
楊幸真(2010)。校園生活與性別:性別學習與教學實踐。台北:巨流。
楊芳枝、蕭蘋(2014)。後女性主義媒體文化的性別再現政治。載於陳瑤華(主編),台灣婦女處境白皮書:2014年(頁445-482)。台北市:女書文化。
楊國樞(2005)。華人社會取向的理論分析。載於楊國樞(主編),華人本土心理學(上)(頁173-214)。台北:遠流。
楊國樞、葉明華(2005)。家族主義與泛家族主義。載於楊國樞(主編),華人本土心理學(上)(頁 249-292)。台北:遠流。
楊婉瑩、林珮婷(2011)。當「男女有別」變成「男女不平等」─性別角色認知與政治效能感。女學學誌,29,121-172。
楊肅棟(2001)。學校、教師、家長與學生特質對原漢學業成就的影響—以台東縣國小為例。台灣教育社會學研究,1(1),209-247。
楊雅婷、嚴詩怡、司馬學文與林育如(譯)(2009)。性別與工作(原作者:R. Crompton)。載於K. Davis, M. Evans, & J. Lorber(主編),性別與女性研究手冊(頁253-419)。台北:韋伯文化。
楊瑞珠(2002)。性別刻板印象在家庭與工作的現象與代價。載於謝臥龍(主編),性別:解讀與跨越(頁263-270)。台北:五南。
楊龍立(1993)。我國高中學生主修科別與性別的關係之研究。教育研究資訊,1(3),64-75。
葉德蘭(2014)。從「消除對婦女一切形式歧視公約(CEDAW)」看婦女人權保障。婦妍縱橫,100,48-65。
廖穎凡、蔡麗玲(譯)(2009)。E. F. Keller著。誰說「先天生成」VS.「後天教養」?性別平等教育季刊,46, 52-65。
翟學偉(1995)。中國人的臉面觀。台北:桂冠。
劉正(2006)。補習在台灣的變遷、效能與階層化。教育研究集刊,52(4),1-33。
劉玉玲、沈淑芬(2015)。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究-自我提升模式觀點。教育心理學報,46(4),491-516。
劉仲冬(1996)。量與質社會研究的爭議及社會研究未來的走向及出路。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(頁121-140)。台北市:巨流。
劉秀娟(1998)。兩性關係與教育。台北:揚智。
劉國兆(2013)。升學主義、學校生活與課後補習:一群七年級國中生的課程觀。教育研究學報,47(2),73-98。
劉淑慧、林怡青(2002)。國三學生選擇甄選入學學校之抉擇歷程與其影響因素。中華輔導學報,11,71-124。
劉鳳珍(2005)。16萬考生的心事:分數、學費、就業。Cheer雜誌。2005年6月30日,取自http://www.cheers.com.tw/content/collage2005/c2005024。
歐用生(1994,5月)。兩性平等的道德課程設計。載於國立中正大學成人中心舉辦之「兩性平等與教科書研討會」論文集,嘉義市。
潘淑滿(2003)。質性研究理論與應用。台北:心理。
潘慧玲(1999)。Belenky等人的女性知識論。發表於臺灣師範大學教育系舉辦之性別與教育論壇。11月26日,台北:臺灣師範大學教育系。
蔡美華(2002)。高中資優生之生涯發展準備度及其相關因素之研究(未出版之博士論文)。國立彰化師範大學,彰化市。
蔡淑鈴(2004)。高等教育的擴展對教育機會分配的影響。台灣社會學,7,47-88。
蔡錦德、廖鳳池(2003)。不同性別、志願序學校、家庭經濟狀況高中生職業可能自我之差異研究。諮商輔導學報:高師輔導所刊, 9,103-133。
蔡麗玲(2008)。「男女大不同」是科學或信仰。性別平等教育季刊,42,33-47。
蔡麗玲、王秀雲、吳嘉苓(2007)。性別化的科學與科技。載於黃淑玲、游美惠(主編),性別向度與台灣社會(頁201-224)。台北市:巨流。
鄧志平(1996)。高中生選擇大學主修科系決策歷程之研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
鄭百雅(譯)(2012)。全民書寫運動:改寫媒體、教育、企業的運作規則,你不可以不知道的數位文化素養(原作者:J. Hartley)。臺北市:漫遊者文化。
鄭瑞隆(2000)。符號互動論及其在教育研究上之應用。載於國立中正大學教育研究所(主編),質的研究方法(頁135-153),嘉義市。
鄭聖敏(2010)。談資優學生的生涯輔導。資優教育季刊,116,10-17。
蕭昭君(2002)。國小師資培育教導的是誰的知識?-初等教育教科書性別內容的初步檢視。當代教育研究,10(6),19-43。
賴友梅(2002)。影響國中教師性別角色刻板化態度與兩性平等教育意識相關因素之研究。載於謝臥龍(主編),性別平等教育—探究與實踐(頁45-66)。台北市:五南。
賴英娟(2010)。教師支持、數學自我效能及數學興趣對職業意向之影響。中華輔導與諮商學報,28,1-27。
賴瑞芳(2008)。性別角色影響女性生涯抉擇之因素探討—以生涯困擾個案為例。諮商與輔導,272,38-41。
謝小岑、王秀雲(1994,5月)。國中健康教育教科書中的意識型態分析。載於國立中正大學成人教育中心舉辦之「兩性教育與教科書研討會」論文集,嘉義市。
謝小芩(1999)。男性如何可能成為女性主義思考主體。當代雜誌,142,88-89。
謝小芩、林大森、陳佩英(2011)。性別科系跨界?大學生的性別與科系選擇。台灣社會學刊,48,95-149。
謝小芩、楊佳羚(2012)。「分組」的性別意涵:制度因素與其效果。性別平等教育季刊,58,40-51。
謝明珊(譯)(2010)。身體與社會理論(原作者:B. S. Turner)。台北:韋伯文化。
謝臥龍(1997,3月)。追求兩性平權,教育應扮演的角色。載於高雄醫學院兩性研究中心主辦之「性別與兩性研討會」論文集,高雄市。
謝臥龍(1999,5月)。從兩性平權教育的觀點探討教學互動歷程中的性別偏見。載於教育部與東海大學性別與文化研究室主辦的「中區中小學校長兩性平等教育研習會」論文集(頁67-78),台中市。
謝臥龍(2000)。查某人/查甫人性別角色衝突的抗拒與跨越。載於謝臥龍(主編),性別:解讀與跨越(頁37-47)。台北:五南。
謝臥龍(2002)。建構兩性平等教育環境與情境之策略。載於謝臥龍(主編),性別平等教育—探究與實踐(頁235-258)。台北:五南。
謝臥龍(2004,11月)。如何撰寫質性研究論文。載於國立高雄師範大學性別教育研究所及台灣社會改造協會所主辦之「性別經驗質性研究研討會與工作坊」論文集(頁479-486),高雄市。
謝臥龍(2009)。女醫學生/女醫師就學、實習與就業性別經驗的探討。行政院國家科學委員會專題研究計畫成果報告(NSC96-2522-S-017-011-MY2)。高雄市:國立高雄師範大學性別教育研究所。
謝臥龍(2011,11月)。男女共學新軍事文化中女官校學生就學經驗之探討。載於國防部人力司所主辦之「國防與性別平等:百年回顧與前瞻學術研討會」論文集(頁153-178),台北市。
謝臥龍、駱慧文(1997,10月),國中科學教育教學方法與課堂互動中性別差異。載於教育部與國立台灣大學婦女研究室所主辦的「推動大專院校兩性平等教育學術研討會」論文集,台北市。
謝臥龍、駱慧文(1998)。追求兩性平權,教育應扮演的角色。測驗與輔導,148,3058-3060。
謝臥龍、駱慧文、吳雅玲(1999)。從性別平等的教育觀點來探討高雄地區國小課堂中師生互動的關係。教育研究資訊雙月刊,7(1),57-80。
韓采燕(2012)。工程實驗室的陽剛化及穩定機制。科技醫療與社會,14,169-226。
韓貴香、李美枝(2008)。捨近求遠的求助模式:「面子威脅」對華人選擇求助對象的影響。中華心理學刊,50(1),31-48。
韓楷檉、王世英、洪寶蓮(2007)。高中生涯輔導工作成效對大學生生涯決定狀態之影響。教育資料與研究雙月刊, 77,75-96。
韓楷檉、蘇惠慈(2008)。高中輔導教師專業職務個人變項、學校變項與生涯輔導專業能力關係之研究。輔導與諮商學報,30(2),63-82。
簡文英、彭天福、李佩珊、王美玲、楊雅惠(譯)(2010)。生涯理論與實務工作:案例學習(原著第二版)。(原作者:J. L. Swanson, & N. A. Fouad)。台北:巨流。
簡晉龍、任宗浩(2011)。邁向科學之路?台灣中學生性別對科學生涯選擇意向之影響。科學教育期刊,19(5),461-481。
魏惠娟(1994,5月)。國中國文教科書兩性形象與角色之分析。國立中正大學成人教育中心舉辦之「兩性教育與教科書研討會」論文集,嘉義市。
魏惠娟(2000)。建立一個有益於女性心智發展的學習環境。載於謝臥龍(主編),性別:解讀與跨越(頁379-398)。台北:五南。
魏惠娟(2004)。焦點團體。載於謝臥龍(主編),質性研究(頁271-316)。台北:心理。
魏開瓊(2008)。女性主義方法論:能否講述更好的故事?浙江學刊,6,185-191。
羅世宏等(譯)(2004)。文化研究:理論與實踐(原作者:C. Barker)。台北市:五南。
羅健榮、張紋怡(2006)。校園中心理測驗實施倫理議題與因應。諮商與輔導,244,2-5。
譚子文(2011)。台灣地區高中生依附關係、自我概念與偏差行為關聯性之研究。青少年犯罪防治研究期刊,3(1),41-80。
關永馨(2012)。大學生生涯自我效能與生涯阻隔因素之探討-以國立中興大學為例。教育科學期刊,11(2),93-117。
嚴振農(2010)。女性校長職業生涯困境與轉折:批判俗民誌的應用(未出版之博士論文。國立暨南國際大學,南投縣。
蘇芊玲(2002)。兩性平等教育的本土發展與實踐(再版)。台北:女書文化。
蘇柏全、池文海、符定國(2015)。社群網站口碑參與行為:發佈資訊、取得資訊、以及轉載資訊。行銷評論,12(1),49-97。
蘇貞(2003)。心理測驗在國內諮商工作中誤用的倫理省思。諮商與輔導,215,25-29。
蘇郁嵐、陳李綢(2007)。國中生社會地位、合作與競爭對其英語科學業成就、社會焦慮、成就動機及歸因風格之影響。教育心理學報,39(1),111-127。
蘇鈺婷(2002)。在學青少年生涯發展之相關因素研究(未出版之碩士論文)。國立成功大學,台南市。

西文部份
Acker, J. (1990). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & Society, 4(2), 139-158.
Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150-161.
Alcalde, M. C. (2007). Going home: a feminist anthropologist’s reflections on dilemmas of power and positionality in the field. Meridians: Feminism, Race, Transnationalism, 7(2), 143-162.
Ali, S. R., Lewis, S. Z., & Sandil, R. (2006). Career Counseling for Asian Women. In W. B. Walsh, & M. J. Heppner (Eds.) Handbook of career counseling for women (2nd ed., pp. 241-270). Mahwah, NJ: Lawrence Erlbaum.
Ali, S. R., & McWhirter, E. H. (2006). Rural Appalachian youth’s vocational/educational postsecondary aspirations: Applying social cognitive career theory. Journal of Career Development 33(2): 87-111. doi:10.1177/0894845306293347
Alter, A. L., Aronson, J., Darley, J. M., Rodriguez, C., & Ruble, D. N. (2010). Journal of Experimental Social Psychology, 46, 166-171.
Angier, Natalie. (1995, 5.14). The Nation: Why Science Loses Women in the Ranks.
The New York Times.
Armstead, C. (1995). Writing contradictions: Feminist research and feminist writing. Women’s Studies International Forum, 18(5-6), 627-636.
Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on african american college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. doi:10.1006/jesp.2001.1491
Ayalon, H. (2003). Women and men go to university: Mathematical background and gender differences in choice of field in higher education. Sex Roles, 48(5-6), 277-290.
Baker, J. (2010). Great expectations and post-feminist accountability: young women living up to the ‘successful girls’ discourse. Gender and Education, 22(1), 1-15.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206. doi: 10.1111/1467-8624.00273
Barbour, R. S. (1995). Using focus groups in general practice research. Family Practice, 12(3), 328-334.
Barbour, R. S., & Kitzinger, J. (1999). Development focus group research, politics, theory and practice. Thousand Oaks, CA: Sage.
Barile J. P., Donohue, D.K., Anthony, E. R., Baker, A.M., Weaver, S.R., Henrich, C. C. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.
Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73.
Bazzul, J., & Sykes, H. (2011). The secret identity of a biology textbook: straight and naturally sexed. Cultural Studies of Science Education, 6(2), 265-286.
Beetham, G., & Demetriades, J. (2007). Feminist research methodologies and development: Overview and practical application. Gender & Development, 15(2), 199-216.
Belenky, M. Clinchy, B. Golderberg, N., & Tarule, J. (1986). Women’s ways of knowing. NY: Basic Books.
Bernardi, F.(1999). Does the husband matter? Married women and employment in Italy. European Sociological Review, 15(3), 285-300.
Betz, N. E. (1994). Basic issues and concepts in career counseling for women. In W. B. Walsh & S. H. Osipow (Eds.), Career counseling for women (pp. 1-41). Hillsdale, NJ: Lawrence Erlbaum.
Betz, N. (2006). Basic issues and concepts in the career development and counseling of women. In W. B. Walsh & M. J. Heppner (Eds.), Handbook of career counseling for women (2nd ed., pp.45-74). Mahwah, NJ: Lawrence Erlbaum.
Betz, N. E., & Fitzgerald, L. F. (1987). The career psychology of women. London: Academic Press, Inc.
Betz, N. E., & Voyten, K. K. (1997). Efficacy and outcome expectations influence career exploration and decidedness. The Career Development Quarterly, 46(2), 179-189.
Blascovich, J., Spencer, S. J., Quinn, D., & Steele, C. (2001). African Americans and high blood pressure: The role of stereotype threat. Psychological Science, 12(3), 225-229.
Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers' beliefs matter 12 years later? Journal of Educational Psychology, 96, 97-109.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
Bregman, G., & Killen, M. (1999). Adolescents’ and young adults’ reasoning about career choice and the role of parental influence. Journal of Research on Adolescence, 9, 253-276.
Bright, J. E. H., Pryor, R. G. L., Wilkenfeld, S., & Earl, J. (2005).The role of social context and serendipitous events in career decision making. International Journal for Educational and Vocational Guidance, 5, 19-36. doi: 10.1007/s10775-005-2123-6
Brooks, L., & Forrest, L. (1994). Feminism and career counseling. In W. B. Walsh & S. H. Osipow (Eds.), Career counseling for women. Hillsdale, NJ: Erlbaum.
Brophy, J. & Good, T. L. (1986). Teacher behavior and student achievement. In M. Wittrock (Ed.), Handbook of research on teaching. NY: Macmillan.
Burns, K. (2008). (Re)Imagining the global, rethinking gender in education. Discourse: Studies in the Cultural Politics of Education, 29(3), 343-357.
Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., & Latinotti, S. (2003). Stereotype threat: The effect of expectancy on performance. European Journal of Social Psychology, 33, 267-285.
Cammack, J. C., & Phillips, D. K. (2002). Discourses and subjectivities of the gendered teacher. Gender and Education, 14(2), 123-133.
Carr, M., & Jessup, D. L. (1997). Gender differences in first-grade mathematics strategy use: Social and metacognitive influences. Journal of Educational Psychology, 89(2), 318-328.
Celikten, M. (2010). Attitudes toward women school administrators in Turkey. Education, 130(4), 531-539.
Chan, A. K. (2004). Gender, school management and educational reforms: A case study of a primary school in Hong Kong. Gender and Education, 16(4), 491-510.
Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American Journal of Sociology, 114(4), 924-976.
Chen, S. W., Hsieh, H. C., & Huang, L. L.(2011). Learning satisfaction of undergraduates in single-sex-dominated academic fields in Taiwan. Procedia-Social and Behavioral Sciences, 15, 2487–2493. doi:10.1016/j.sbspro.2011.04.133
Cherednichenko, G. A. (2006). The personal plans of secondary school seniors. Russian Education and Society, 48(9), 60-69.
Chiu, M. S., & Whitebread, D. (2011). Taiwanese teachers’ implementation of a new constructivist mathematics curriculum: How cognitive and affective issues are addressed. International Journal of Educational Development, 31(2), 196-206.
Cone, C. (2001). Technically speaking: Girls and computers. In P. O’Reilly, E. M. Penn, & K. deMarrais(Eds.), Educating young adolescent girls(pp.171-187). Mahwah, New Jersey: Lawrence Erlbaum.
Connell, W. (2000). The men and the boys. Berkeley, CA: University of California Press.
Cook, E. P., Heppner, M. J., & O’Brien, K. M. (2002). Career development of women of color and white women: Assumptions, conceptualization, and interventions from an ecological perspective. The Career Development Quarterly, 50(4), 291-35.
Correll, S. J.(2001). Gender and career choice process: The role of biased self-assessments. The American Journal of Sociology, 106(6), 1691-1730.
Correll, S. J.(2004). Constraints into preferences: Gender, status, and emerging career aspirations. American Sociological Review, 69(1), 93-113.
Corston, R., & Colman, A. M. (1996). Gender and social facilitation effects on computer competence and attitudes toward computers. Journal of Educational Computing Research, 14, 171-183.
Croson, R. & Gneezy, U. (2009). Gender differences in preferences. Journal of Economic Literature,47(2), 448-474.
D’Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95(1), 84-96.
Dalgety, J., & Coll, R. K. (2006). The influence of first‐year chemistry students’ learning experiences on their educational choices. Assessment & Evaluation in Higher Education, 31(3), 303-328. doi:10.1080/02602930500352931
Das, A. K. (1995). Rethinking multicultural counseling: Implications for counselor education. Journal of Counseling & Development, 74(1), 45-52.
Davey, F. H., & Stoppard, J. M. (1993). Some factors affecting the occupational expectations of female adolescents. Journal of Vocational Behavior, 43(3), 235-250.
Davies, B., & Banks, C. (1992). The gender trap: A feminist poststructuralist analysis of primary school children’s talk about gender. Journal of curriculum Studies, 24, 1-25.
Demaray, M. K., Malecki, C. K., Rueger, S. Y., Brown, S. E., & Summers, K. H. (2009). The role of youth's ratings of the importance of socially supportive behaviors in the relationship between social support and self-concept. Journal of Youth and Adolescence, 38, 13-28.
Denmark, F., & Rabinowitz, V., & Sechzer, J. (2000). Engendering psychology: bringing women into focus. MA: Allyn & Bacon.
DeVault, M. L. (1996). Talking back to sociology: Distinctive contributions of feminist methodology. Annual Review of Sociology, 22, 29-50.
Diekman, A. B., & Eagly, A. H. (2000). Stereotypes as dynamic constructs: women and men of the past, present, and future. Personality and Social Psychol ogy Bulletin, 26(10), 1171-1188. doi: 10.1177/0146167200262001
Diekman, A. B., Goodfriend, W., & Goodwin, S. (2004). Dynamic stereotypes of power: perceived change and stability in gender hierarchies. Sex Roles, 50(3/4), 201-215.
Diemer, M. A. (2007). Parental and school influences upon the career development of poor youth of color. Journal of Vocational Behavior, 70(3), 502–524.
Drudy, S. (2008). Gender balance/gender bias: The teaching profession and the impact of feminization. Gender and Education, 20(4), 309-323.
Eccles, J. S. (1986). Gender-roles and women's achievement. Educational Researcher, 15(6), 15-19.
Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents’ socialization of gender differences. Journal of Social Issues, 46, 186-201.
Eccles, J. S., Jacobs, J. E., Harold, R. D., Yoon, K. S., Arbreton, A., & Freedman-Doan, C. (1993). Parents and gender-role socialization during the middle childhood and adolescent years. In S. Oskamp, & M. Costanzo (Eds.), Gender issues in contemporary society (pp.59-83). Newbury Park: Sage.
Eccles, J. S, Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self‐ and task perceptions during elementary school. Child Development, 64(3), 830-847. doi: 10.1111/j.1467-8624.1993.tb02946.x
Edward C., & Fletcher, J. (2012). Predicting the influence of demographic differences and schooling experience in adolescence on occupational choice in adulthood. Career and Technical Education Research, 37(2), 121-139.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
Ellonen, N., Kaariainen, J., & Autio, V. (2008). Adolescent depression and school social support: A multilevel analysis of a Finnish sample. Journal of Community Psychology, 36(4), 552-567.
Erchick, D. B. (2001). Developing mathematical voice: Women reflecting on the adolescent years. In P. O’Reilly, E. M. Penn, & K. deMarrais(Eds.), Educating young adolescent girls(pp.149-170). Mahwah, New Jersey: Lawrence Erlbaum.
Erkut, S., Marx, F., & Fields, J. P. (2001). A delicate balance: How teachers can support middle school girls’ confidence and competence. In P. O’Reilly, E. M. Penn, & K. deMarrais(Eds.), Educating young adolescent girls(pp.83-101). Mahwah, New Jersey: Lawrence Erlbaum.
Epstein, C. F. (1997). The multiple realities of sameness and difference: Ideology and practice. Journal of Social Issues, 53(2), 259-278.
Farmer, H. S. (2006). History of career counseling for women. In W. B. Walsh, & M. J. Heppner (Eds.), Handbook of Career Counseling for Women (2nd ed., pp.1-44). Mahwah, NJ: Lawrence Erlbaum.
Farmer, H. S., Sidney, J. S., Bitters, B. A., & Brizius, M. G. (1985). Sex equity in career and vocational education. In Klein, S. S. (Ed.), Handbook for achieving sex equity through education (pp.338-359). Baltimore, MD: The Johns Hopkins University Press.
Fassinger, R. E. (1990). Causal models of career choice in two samples of college women. Journal of Vocational Behavior, 36(2), 225-248.
Fassinger, R. E. (2005). Theoretical issues in the study of women’s career development: Building bridges in a brave new world. In W. B. Walsh & M. L. Savickas (Eds.), Handbook of vocational psychology: Theory, resarch and practice (3rd ed., pp. 85-124). Mahwah, NJ: Lawrence Erlbaum Associates.
Feldhusen, J. S. (2003). Talent youth at the secondary level. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp.229-237). Boston, MA: Allyn & Bacon.
Fitzgerald, L. E., & Betz, N. E. (1983). Issues in the vocational psychology of women. In W. B. Walsh & S. H. Osipow (Eds.), Handbook of vocational psychology (pp.83-160). Hillsdale, NJ: Lawrence.
Fitzgerald, L. E., Fassinger, R., & Betz, N. E. (1995). Theoretical developments in women’s career development. In W. B. Walsh & S. H. Osipow (Eds.), Handbook of vocational psychology (2nd ed., pp. 67-109). Hillsdale, NJ: Lawrence.
Fouad, N. A., & Bingham, R. P. (1995). Career counseling with racial and ethnic minorities. In W. B. Walsh & S. H. Osipow (Eds.), Handbook of vocational psychology: Theory, research, and practice (2nd ed., pp. 331-365). Hillsdale, NJ: Lawrence Erlbaum.
Fouad, N. A., & Byars-Winston, A. M. (2005). Cultural context of career choice: Meta-Analysis of race/ethnicity differences. The Career Development Quarterly, 53(3), 223-233.
Fouad, N. A., Kantamneni, N., Smothers, M. K., Chen, Y. L., Fitzpatrick, M., & Terry, S. (2008). Asian American career development: A qualitative analysis. Journal of Vocational Behavior, 72(1), 43-59.
Fouad, N. A., Smith, P. L., & Zao, K. E. (2002). Across academic domains: Extensions of the social-cognitive career model. Journal of Counseling Psychology, 49(2), 164-171.
Freeman, J. (1979). How to discriminate against women without even trying. In J. Freeman (Ed.), Women: A feminist perspective (2nd ed., pp.217-232). Palo Alto, CA: Mayfield.
Frenzel, A. C., Pekrun, R., & Goetz T. (2007). Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514. doi: 10.1007/bf03173468
Frome, P. M., & Eccles, J. S. (1998). Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452.
Gallagher, A. M., & De Lisi, R. (1994). Gender differences in scholastic aptitude test: Mathematics problem solving among high-ability students. Journal of Educational Psychology, 86(2), 204-211.
Gati, I. & Saka, N. (2001). High school students’ career-related decision-making difficulties. Journal of Counseling and Development, 79(3), 331-340.
Gerber, T. P., & Schaefer, D. R. (2004). Horizontal stratification of higher education in Russia: Trends, gender differences, and labor market outcomes. Sociology of Education, 77, 32-59.
Germeijs, V., & Verschueren, K. (2006). High school students’ career decision-making process: Development and validation of the study choice task inventory. Journal of Career Assessment, 14(4), 449-471. doi: 10.1111/j.1532-7795.2009.00603.x
Germeijs, V., & Verschueren, K. (2009). Adolescents’ career decision-making process: Related to quality of attachment to parents? Journal of Research on Adolescence, 19(3), 459-483.
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University Press.
Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher, P. (2007). Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research in Science Teaching, 44(7), 980-1009.
Ginzberg, E. (1984). Career development. In D. Brown, & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice. San Francisco: Jossey- Bass.
Glick, P., & Fiske, S. T. (1996). The ambivalent sexism inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70(3), 491-512.
Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threat and women’s achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28.
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.
Golden, D. (2004). Hugging the teacher: Reading bodily practice in an Israeli kindergarden. Teachers and Teaching: Theory and Practice, 10(4), 395-407.
Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling psychology, 28(6), 545-579.
Gottfredson, L. S. (1996). Gottfredson’s theory of circumscription and compromise. Career Choice and Development, 3, 179-232.
Gottfredson, L. S. (2005). Applying Gottfredson’s theory of circumscription and compromise in career guidance counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71-100). New York: Wiley.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
Guerra, A. L., & Braungart-Rieker, J. M. (1999). Predicting career indecision in college students: The roles of identity formation and parental relationship factors. The Career Development Quarterly, 47(3), 255-266.
Gupta, V. K., Turban, D. B., & Bhawe, N. M. (2008). The effect of gender stereotype activation on entrepreneurial intentions. Journal of Applied Psychology, 93(5), 1053-1061.
Hackett, G. (1995). Self-efficacy in career choice and development. In A. Bandura (Ed.), Self-efficacy an adaptation of youth to changing societies (pp. 232-258). New York: Cambridge University.
Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18(3), 326-339.
Hackett, G., & Lent, R. W. (1992). Theoretical advances and current inquiry in career psychology. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (pp. 419-451). New York: Wiley.
Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81(3), 271-283.
Harding, S. G. (1991). Whose science? whose knowledge? thinking from women’s lives. New York: Cornell University Press.
Harding, S. (1993). Rethinking standpoint epistemology: What is strong ‘objectivity’? In L. Alcoff, & E. Potter (Eds.), Feminist epistemologies (pp.49-82). New York: Routledge.
Hargrove, B. K., & Creagh, M. G., & Kelly, D. B. (2003). Multicultural competencies in career counseling. In Pope-Davis, D. B., Coleman, H. L. K., Liu, W. M., & Toporek, R. L. (Eds.), Handbook of multicultural competencies: In counseling & psychology (pp. 392-405). Thousand Oaks. CA: Sage.
Harvey, G., & Hergert, L. F. (1986). Strategies for achieving sex equity in education. Theory into Practice, 25(4), 290-299.
Hastings, W. (2010). Research and the ambiguity of reflexivity and ethical practice. Discourse: Studies in the Cultural Politics of Education, 31(3), 307-318.
Haussler, P., & Hoffmann, L. (2002). An intervention study to enhance girls’ interest, self-concept and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870–888.
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
Hills, L. A. (2006). Playing the field(s): An exploration of change, conformity and conflict in girls’ understandings of gendered physicality in physical education. Gender and Education, 18(5), 539-556.
Hill, C., Corbett, C., & Rose, A. (2010a). Women and girls in science, technology, engineering, and mathematics. Why so few? Women in science, technology, engineering, and mathematics (pp. 1-28). Washington, DC: AAUW.
Hill, C., Corbett, C., & Rose, A. (2010b). Spatial Skills. Why so few? Women in science, technology, engineering, and mathematics (pp. 51-56). Washington, DC: AAUW.
Holland, J., Ramazanoglu, C., Sharpe, S. & Thompson, R. (1998). The male in the head: Young people, heterosexuality and power. London: Tufnell Press.
Holstein, J., & Gubrium, J. (1995). The active interview. Newbury Park, CA: Sage.
Holt, J. L., & DeVore, C. J. (2005). Culture, gender, organizational role, and styles of conflict resolution: A meta-analysis. International Journal of Intercultural Relations, 29, 165-196.
Hong, G. K. (2008). “The future of our worlds”:Black feminism and the politics of knowledge in the university under globalization. Meridians: Feminism, Race, Transnationalism, 8(2), 95-115.
Hutchings, M. (2002). A representative profession? Gender issues. In M. Johnson, & J. Hallgarten (Eds.) , From victims of change to agents of change: The future of the teaching profession. London: IPPR.
Hwang, K. K. (1998). Two moralities: Reinterpreting the findings of empirical research on moral reasoning in Taiwan. Asian Journal of Social Psychology, 1, 211-238.
Hwang, K. K. (1999). Filial piety and loyalty: Two types of social identification in Confucianism. Asian Journal of Social Psychology, 2, 163-183.
Hwang, K. K. (2006). Moral face and social face: Contingent self‐esteem in Confucian society. International Journal of Psychology, 41(4), 276-281.
Hwang, K. K., Bedford, O., & Liang, C. J. (2007). Face due to the performance of a related other in a Confucian society. Working Paper, National Taiwan University.
Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11(5), 365-371. doi: 10.1111/1467-9280.00272
Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366.
Jacobs, J. A. (1995). Gender and academic specialities: Trends among recipients of college degrees in the 1980s. Sociology of Education, 68(2), 81-98.
Jacobs, J. A. (1996). Gender inequality and higher education. Annual Review of Sociology, 22, 153-185.
Jacobs, J. E., & Eccles, J. S. (1992). The influence of parent stereotypes on parent and child ability beliefs in three domains. Journal of Personality and Social Psychology, 63(6), 932-944.
Jacobs, J. E., & Weisz, V. (1994). Gender stereotypes: Implications for gifted education. Roeper Review, 16(3), 152-155. doi:10.1080/02783199409553562
Jenson, J., & Rose, C. B. (2003). Women@Work: Listening to gendered relations of power in teachers’ talk about new technologies. Gender and Education, 18(2), 169-181.
Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science, 16(3), 175-179.
Jones, T., & Clarke, V. A. (1995). Diversity as a determinant of attitudes: A possible explanation of the apparent advantage of single-sex settings. Journal of Educational Computing Research, 12(1), 51-64. doi: 10.2190/3HPH-1E8N-XTMW-CANR
Kaestner, R. (1997). Are brothers really better? Sibling sex composition and educational achievement revisited. The Journal of Human Resources, 32(2), 250-284.
Kaufman, S. R. (1994). In-depth interviewing. In J. F. Gubrium & S. Andrea (Eds.), Qualitative methods in aging research (pp. 123-136). Newbury Park, CA: Sage.
Keller, J. (2002). Blatant stereotype threat and women’s math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47, 193-198.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students’ maths performance. British Journal of Educational Psychology, 77, 323-338.
Kerr, B. A. (1994). Smart girls: A new psychology of girls, women, and giftedness. Ohio: Ohio Psychology Press.
Kessels, U. (2005). Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects. European Journal of Psychology of Education, 20(3), 309-323.
Kim, B. S., Atkinson, D. R., & Umemoto, D. (2001). Asian cultural values and the counseling process: Current knowledge and directions for future research. The Counseling Psychologist, 29, 570-603.
Kniveton, B. H. (2004). The influences and motivations on which students base their choice of career. Research in Education, 72(1), 47-59.
Koenig, A. M., & Eagly, A. H. (2005). Stereotype threat in men on a test of social sensitivity. Sex Roles, 52(7/8), 489-496.
Kommer, D. (2006). Boys and girls together: A case for creating gender-friendly middle school classrooms. The Clearing House: A Journal of Educational Strategies, Issues And Ideas, 79(6), 247-251.
Laird, J. (2000). Theorizing culture: Narrative ideas and practice principles. Journal of Feminist Family Therapy, 11(4), 99-114.
Langness, L. L., & Frank, G. (1981). Lives: An anthropological approach to biography. Navato, CA: Chandler & Sharp.
LaRusso, M. D., Romer, D., & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37, 386-398.
Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48(4), 474-483.
Lent, R. W., Brown, S. D., Gover, M. R., & Nijjer, S. K. (1996). Cognitive assessment of the sources of mathematics self-efficacy: A thought-listing analysis. Journal of Career Assessment, 4(1), 33-46. doi: 10.1177/106907279600400102
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling psychology, 47(1), 36-49.
Leong, F. T. L., & Brown, M. T. (1995). Theoretical issues in cross-cultural career development: Cultural validity and cultural specificity. In W. B. Walsh & S. H. Osipow (Eds.), Handbook of vocational psychology (2nd ed., pp.143-180). Hillsdale, NJ: Lawrence Erlbaum.
Li, C., & Kerpelman, J. (2007). Parental influences on young women’s certainty about their career aspirations. Sex Roles, 56(1-2), 105-115.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
Lupart, J. L., Cannon, E., & Telfer, J. A. (2004). Gender differences in adolescent academic achievement, interests, values and life‐role expectations. High Ability Studies, 15(1), 25-42.
MacEwen, S. A. (1994). Gender and social change. Oxford: Oxford University Press.
Maiguashca, B. (2006). Making feminist sense of the “anti-globalisation movement”: Some reflections on methodology and method. Global Society: Journal of Interdisciplinary International Relations, 20(2), 115-136.
Marshall, C., & Rossman, G. B. (1995). Designing qualitative research (2nd Ed.). Boston, MA: Allyn and Bacon.
Martin, C. L., Wood, C. H., & Little, J. K. (1990). The development of gender stereotype components. Child Development, 61, 1891-1904.
Marx, D. M., & Roman, J. S. (2002). Female role models: Protecting women’s math test performance. Personality and Social Psychology Bulletin, 28(9), 1183-1193.
Mau, W. C. (2001). Assessing career decision-making difficulties: A cross-cultural study. Journal of career Assessment, 9, 353-364.
Mau, W. C. (2004). Cultural dimensions of career decision-making difficulties. Career Development Quarterly, 53, 67-78.
Mayrhofer, W., Meyer, M., & Steyrer, J. (2007). Contextual issues in the study of careers. In H. Gunz & M. Peiperl(Eds.), Handbooks of career studies(pp.215-240). Thousand Oaks, CA: Sage.
McCall, L. (2005). The complexity of intersectionality. Signs, 30(3), 1771-1800.
McFarland, L. A., Lev-Arey, D. M., & Ziegert, J. C. (2003). An examination of stereotype threat in a motivational context. Human Performance, 16(3), 181-205.
McHale, S. M., Crouter, A. C., & Tucker, C. J. (1999). Family context and gender role socialization in middle childhood: Comparing girls to boys and sisters to brothers. Child Development, 70(4), 990-1004.
McLeod, J. (2003). The humanistic paradigm. In R. Woolfe, W. Dryden, & S. Strawbridge (Eds.), Handbook of counselling psychology (2nd Ed., pp.140-160). London: Sage.
Medina, J. (2004). The meanings of silence: Wittgensteinian contextualism and polyphony. Inquiry, 47, 562–579.
Mendez, L. M. R., & Crawford, K. M. (2002). Gender-role stereotyping and career aspirations: A comparison of gifted early adolescent boys and girls. The Journal of Secondary Gifted Education, 13(3), 96-107.
Metcalfe, B. D. (2008). A feminist poststructuralist analysis of HRD: Why bodies, power and reflexivity matter. Human Resource Development International, 11(5), 447-463.
Metheny, J., McWhirter, E. H., & O’Neil, M. E. (2008). Measuring perceived teacher support and its influence on adolescent career development. Journal of Career Assessment, 16(2), 218-237. doi:10.1177/1069072707313198
Mirembe, R., & Davies, L. (2001). Is schooling a risk? Gender, power relations, and school culture in Uganda. Gender and Education, 13(4), 401-416.
Mishler, E. G. (1986). Research interviewing. Cambridge. MA: Harvard University Press.
Moreau, M., Osgood, J., & Halsall, A. (2007). Making sense of the glass ceiling in schools: An exploration of women teachers’ discourses. Gender and Education, 19(2), 237-253.
Morgan, D. L. (1988). Focus Group as Qualitative Research. Newbury Park, CA: Sage.
Morgan, D. (1998). Focus group kit: The focus group guidebook (Vol. 1). Thousand Oaks, CA: Sage.
Navarro, R. L., Flores, L. Y., & Worthington, R. L. (2007). Mexican American middle school students’ goal intentions in mathematics and science: A test of social cognitive career theory. Journal of Counseling Psychology, 54(3), 320-335. doi: 10.1037/0022-0167.54.3.320
Nawaz, S. & Gilani, N. (2011). Relationship of parental and peer attachment bonds with career decision-making self-efficacy among adolescents and postadolescents. Journal of Behavioural Sciences, 21(1), 33-47.
Neville, H. A., Gysbers, N. C., Heppner, M. J., & Johnston, J. (1998). Empowering life choices: Career counseling in cultural contexts. In N. C. Gysbers, M. J. Heppner, & J. Johnston (Eds.), Career counseling: Process, issues, and techniques. Boston: Allyn & Bacon.
Niemi, N. S. (2005). The emperor has no clothes: Examining the impossible relationship between gendered and academic identities in middle school students. Gender and Education, 17(5), 483-497.
Okubo, Y., Yeh, C. J., Lin, P. Y., Fujita, K., & Shea, J. M. Y. (2007). The career decision-making process of chinese american youth. Journal of Counseling & Development, 85(4), 440-449.
Olitsky, S. (2007). Facilitating identity formation, group membership, and learning in science classrooms: What can be learned from out-of-field teaching in an urban school? Science Education, 91(2), 201–221.
O’Reilly, P. (2001). Learning to be a girl. In P. O'Reilly, E. M. Penn, & K. deMarrais (Eds.), Educating young adolescent girls (pp.11-27). Mahwah, New Jersey: Lawrence Erlbaum.
Osler, A. (2006). Excluded girls: Interpersonal, institutional and structural violence in schooling. Gender and Education, 18(6), 571-589.
Paechter, C. F. (1998). Educating the other: Gender, power and schooling. London: The Falmer Press.
Parish, W. L., & Willis, R. J. (1993). Daughters, education, and family budgets Taiwan experiences. The Journal of Human Resources, 28(4), 863-898.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Pekrun, R., Goetz, T., & Titz, W. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. doi:10.1207/S15326985EP3702_4
Phillips, S. D., Christopher-Sisk, E. K., & Gravino, K. L. (2001). Making career decisions in a relational context. The Counseling Psychologist, 29(2), 193-214. doi: 10.1177/0011000001292002
Phillips, S. D., & Jome, L. M. (2005). Vocational choices: What do we know? What do we need to know. In W. B. Walsh & M. L. Savickas (Eds.), Handbook of vocational psychology: theory, research and practice (3rd ed., pp. 127-153). Mahwah, NJ: Lawrence Erlbaum.
Ramazanoğlu, C., & Holland, J. (2002). Feminist methodology: Challenges and choices. London: Sage.
Razumnikova, O. M. (2005). The interaction between gender stereotypes and life values as factors in the choice of profession. Russian Education and Society, 47(12), 21-33.
Reinharz, S. (1992). Feminist methods in social research. NY: Oxford University Press.
Reis, S. M. (1998). Work left undone: Choices & compromises of talented females. Mansfield Center, CT: Creative Learning Press.
Riddell, S. (1992). Gender and the politics of the curriculum. London: Routledge.
Ridgeway, C. & Correll, S. J. (2004). Unpacking the gender system: A theoretical perspective on gender beliefs and social relations. Gender and Society, 18(4), 501-531.
Riessman, C. K. (1993). Narrative analysis. Newsburry Park, CA: Sage.
Roksa, J. (2005). Double disadvantage or blessing in disguise? Understanding the relationship between collage major and employment sector. Sociology of Education, 78(3), 207-232.
Rubin, H. J., & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Newbury Park, CA: Sage.
Rudman, L. A. & Phelan, J. E. (2010). The effect of priming gender roles on women’s implicit gender beliefs and career aspirations. Social Psychology, 41(3), 192-202.
Sadker, M., & Sadker, D. (1982). Sex equity handbook for schools(2nd Ed.). NY: Longman.
Savickas, M. L. (2002). Career construction: A developmental theory of vocational behavior. In D. Brown & Associates (Eds.), Career choice and development (4th ed., pp. 149-205). San Francisco, CA: Jossey-Bass Publishers.
Scheepers, D. (2009). Turning social identity threat into challenge: Status stability and cardiovascular reactivity during inter-group competition. Journal of Experimental Social Psychology, 45(1), 228-233.
Schlosser, G. A., & Yewchuk, C. R. (1998). Growing up feeling special: Retrospective reflections of eminent Canadian women. Roeper Review, 21(2), 125-132. doi:10.1080/02783199809553943
Schmader, T. (2002). Gender identification moderates stereotype threat effects on women’s math performance. Journal of Experimental Social Psychology, 38, 194-201.
Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological review, 115(2), 336-356.
Schmader, T., Johns, M., & Barquissau, M. (2004). The Costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex Roles, 50(11/12), 835-850.
Schütz, G., West, M. R., & Wöbmann, L. (2007). School accountability, autonomy, choice, and the equity of student achievement: International evidence from PISA 2003. OECD Education Working Papers, No. 14, OECD Publishing. doi:10.1787/246374511832
Shieh, V., Lo, A., & Chen, A. C. (2013a, September). A study on gender threat school experience in science education of female students of senior high schools. Paper presented at the 2013 International Conference on Women in Science and Technolog (IConWiST), Taipei City, TAIWAN.
Shieh, V., Lo, A., & Chen, A. C. (2013b, October). Gender threat experience of senior high school male/female students about teacher-student interaction. Paper presented at the 2013 Interdisciplinary Education Conference of the North American Chapter of the World Council for Curriculum and Instruction Conference (NAC-WCCI), Montreal, CANADA.
Smith, J. L. (2004). Understanding the process of stereotype threat: A review of mediational variebles and new performance goal directions. Educational Psychology Review, 16(3), 177-206.
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.
Spradley, J. P. (1980). Participant observation. NY: Holt, Rinehart & Winston.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
Steele, J. (2003). Children’s gender stereotypes about math: The role of stereotype stratification. Journal of Applied Social Psychology, 33(12), 2587-2606.
Stepulevage, L. (2001). Gender/Technology Relations: complicating the gender binary. Gender and Education, 13(3), 325-338.
Stewart, D., & Shamdasani, P. (1990). Focus groups: Theory and practice. Newbury Park, CA: Sage.
Støren, L. A., & Arnesen, C. Å. (2007). Women’s and men’s choice of higher education--what explains the persistent sex segregation in Norway? Studies in Higher Education, 32(2), 253-275.
Sue, D. W., & Sue, D. (2003). Counseling the culturally diverse: Theory and practice (4th ed.). NJ: John Wiley & Sons.
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D.,&Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67-85.
Super, D. E. (1957). The psychology of careers. New York: Harper & Row
Super, D. E. (1976). Career education and the meaning of work. US Department of Health, Education, and Welfare, Office of Education.
Super, D. E. (1984). Career and life development. In D. Brown, & L. Brooks (Eds.). Career choice and development: applying contemporary theories to practice. San Francisco: Jossey- Bass.
Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown, L. Brooks & Associates (Eds.), Career choice and development: Applying contemporary theories to practice (2nd ed., pp.197-261). San Francisco, CA: Jossey-Bass Publishers.
Swanson, J. L., & Gore, P. A. (2000). Advances in vocational psychology theory and research. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology(3rd ed., pp.233-269). New York: Wiley.
Swanson, J. L., & Woitke, M. B. (1997). Theory into practice in career assessment for women: Assessment and interventions regarding perceived barriers. Journal of Career Assessment, 5(4), 443-462.
Tang, M., & Cook, E. P. (2001). Understanding relationship and career concerns of middle school girls. In P. O'Reilly, E. M. Penn, & K. deMarrais (Eds.), Educating young adolescent girls (pp.213-230). Mahwah, New Jersey: Lawrence Erlbaum.
Tang, M., Fouad, N. A., & Smith, P. L. (1999). Asian Americans’ career choices: A path model to examine factors influencing their career choice. Journal of Vocational Behavior, 54, 142-157.
Tang, M., Pan, W., & Newmeyer, M. D. (2008). Factors influencing high school students’ career aspirations. Professional School Counseling, 11(5), 285-295.
Tanimotoa, J., & Fujii, H. (2003). A study on diffusional characteristics of information on a human network analyzed by a multi-agent simulator. The Social Science Journal, 40(3), 479-485.
Tenenbaum, H. R., & Campbell, L. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39(1), 34-47. doi: 10.1037/0012-1649.39.1.34
Tesch, R. (1990). Qualitative research: Analysis types & software tools. Hampshire: Falmer.
Thoman, D. B., White, P. H., Yamawaki, N., & Koishi, H. (2008). Variations of gender–math stereotype content affect women’s vulnerability to stereotype threat. Sex Roles, 58(9-10), 702-712.
Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144-151.
Tien, H. L. S., Wang, Y. F., & Liu, L. C. (2009). The role of career barriers in high school students' career choice behavior in Taiwan. The Career Development Quarterly, 57(3), 274-288.
Tinklin, T., Croxford, L., Ducklin, A., & Frame, B. (2005). Gender and attitudes to work and family roles: the views of young people at the millennium. Gender and Education, 17(2), 129-142.
Tippins, D. J. (1991). The relationship of science self-efficacy and gender to ninth grade student’s intentions to enroll in elective science courses. (ERIC: Document Reproduction services No. ED350144).
Tomasetto, C., Alparone, F. R., & Cadinu, M. (2011). Girls’ math performance under stereotype threat: The moderating role of mothers’ gender stereotypes. Development Psychology, 47(4), 943-949.
Tong, J., & Yewchuk, C. (1996). Self concept and sex-role orientation in gifted high school students. Gifted Child Quarterly, 40(1), 15-23.
Trusty, J. (1996). Relationship of parental involvement in teens’ career development to teens’ attitudes, perceptions, and behavior. Journal of Research and Development in Education, 30, 63-69.
Turner, S., & Lapan, R. T. (2002). Career self-efficacy and perceptions of parent support in adolescent career development. The Career Development Quarterly, 51(1), 44-55.
Tsouroufli, M. (2002). Gender and teachers’ classroom practice in a secondary school in Greece. Gender and Education, 14(2), 135-147.
United Nations (2010). Agreed conclusions of the commission on the status of women on the critical areas of concern of the Beijing platform for action1996-2009. New York: United Nations Publication.
Vermeer, H. J., Boekaerts, M., & Seegers, G. (2000). Motivational and gender differences: Sixth-grade students’ mathematical problem-solving behavior. Journal of Educational Psychology, 92(2), 308-315.
Vezeau, C., Bouffard, T., & Chouinard, R. (2000). The impact of single-sex versus coeducational school environment on girls’ general attitudes, self-perceptions and performance in mathematics. Journal of Research and Development in Education, 34(1), 49-59.
Vick, S. B., Seery, M. D., Blascovich, J., & Weisbuch, M. (2008). The effect of gender stereotype activation on challenge and threat motivational states. Journal of Experimental Social Psychology, 44, 624-630.
Vollmer, F. (1986). Why do men have higher expectancy than women? Sex Roles, 14, 351-362.
Vondracek, F. W., & Porfeli, E. J. (2003). The world of work and careers. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell Handbook of Adolescence (pp. 109-128). Malden, MA: Blackwell.
Warrington, M., & Younger, M. (2000). The other side of the gendered gap. Gender and Education, 12(4), 493-508.
Warrington, M., Younger, M., & Williams, J. (2000). Student attitudes, image and the gender gap. British Educational Research Journal, 26(3), 393-407.
Weisner, T. S., & Wilson-Mitchell, J. E. (1990). Nonconventional family life-styles and sex typing in six-year-olds. Child Development, 61(6), 1915-1933. doi: 10.1111/j.1467-8624.1990.tb03575.x
Whitmarsh, L., & Wentworth, D. K. (2012). Gender similarity or gender difference? Contemporary women's and men's career patterns. The Career Development Quarterly, 60(1), 47-64.
Wigfield, A., Battle, A., Keller, L. B., & Eccles, J. S. (2002). Sex differences in motivation, self-concept, career aspiration, and career choice: Implications for cognitive development. In A. M. D. Lisi & R. D. Lisi (Eds.), Biology, society, and behavior: The development of sex differences in cognition(pp.93-124). Greenwich, CT: Ablex.
Wilgosh, L. (2002). Examining gender images, expectations, and competence as perceived impediments to personal, academic and career development. International Journal for the Advancement of Counselling, 24(4), 239-260.
Wilkinson, S. (2011). Analysing focus group data. In D. Silverman (Ed.), Qualitative research(3rd ed., pp.168-184). London: Sage.
Willimas, J. E. (1996). Gender-related worry and emotionality test anxiety for high-achieving students. Psychology in the Schools, 33(2), 159-162.
Witt, S. D. (1997). Parental influence on children’s socialization to gender roles. Adolescence, 32(126), 253-259.
Witt, S. D. (2000). Review of research: The influence of television on children’s gender role socialization. Childhood Education, 76(5), 322-324.
Wöbmann, L., Lüdemann, E., Schütz, G., & West, M. R. (2007). School accountability, autonomy, choice, and the level of student achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 13, OECD Publishing. doi:10.1787/246402531617
Worthington, R. L., Flores, L. Y., & Navarro, R. L. (2005). Career development in context: Research with people of color. In S. D. Brown, & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 225-252). New York: Wiley.
Yang, J. (1991). Career counseling of Chinese American women: Are they in limbo? The Career Development Quarterly, 39(4), 350-359.
Yewchuk, C. R., & Schlosser, G. A. (1996). Childhood sibling relationships of eminent Canadian women. Roeper Review, 18(4), 287-292. doi:10.1080/02783199609553763
Yin, R. K. (2011). Qualitative research from start to finish. NY: Guilford Press.
Youdell, D. (2005). Sex-gender-sexuality: How sex, gender and sexuality constellations are constituted in secondary schools. Gender and Education, 17(3), 249-270.
Young, R. A., Marshall, S., Domene, J. F., Arato-Bolivara, J., Hayoun, R., Marshall, E.,...Valach, L. (2006). Relationships, communication, and career in the parent–adolescent projects of families with and without challenge. Journal of Vocational Behavior, 68(1), 1-23.
Yu, W. H. (2005). Changes in women’s postmarital employment in Japan and Taiwan. Demography, 42(4), 693-717.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top