(505)ROLE OF EDUCATIONAL COMMUNITY ON GENDER’S CHOICE OF ACADEMIC AND CAREER ASPIRATIONS

摘要

This review focuses on the differences and/or similarities among classical theorists Bandura (1977,1986, 1999), Piaget (1969), and Gardner (1993)and contemporary thoughts with respect to whatconstitutes intelligence or learning abilities among gender; more specifically, each theorist as wellcurrent literary have distinct viewpoints on how individuals learn and how their perception is applicableto the differences associated with genders’ self-estimate of intelligence, academic abilities, andlearning processes. Differences between men’s and women’s learning capabilities may contribute to astudent’s efficacy beliefs and impact his or her self-regulatory processes in relation to their choice ofacademic pursuits. The review addresses key topics of how children develop intellectually, the role ofeducators for promoting academic growth, and responsibility of schools, administrators, and outsideinstitutions have to ensure that all students reach their full potential. The aforementioned topics arepivotal as individuals choose vocational aspirations and career development. While it has beenspeculated that differences in academic abilities between genders hold the answer in explaining,evaluating, and understanding why women are underrepresented in science, technological,engineering, and mathematical (STEM)disciplines, there is no singular, substantive evidence toanswer those questions. These theorists have compelling theoretical foundations that explain factors(e.g., learning styles, promoting academic achievement, and role of educators)involved in careerchoices and how vocational aspirations between genders differ. This paper addresses the potentialresponsibility of educational community to address differences in vocational development aresignificantly different between genders in respect to choice of career aspirations and college majors.