Rebooting and Rerouting: Women's Articulations of Frayed Careers in Science,Engineering and Technology Professions

This paper expands on previous work about women's non‐linear and frayed careers by examining the experiences of women who have attempted to return to science, engineering and technology (SET) professions in the UK and Republic of Ireland after taking a career break. These women potentially offer an important perspective on gender and career, because of the deep‐rooted, gendered associations of science and technology with masculinity. Drawing on qualitative interviews with women SET professionals, the paper identifies three narratives — Rebooting, Rerouting and Retreating — which women use to talk about their careers. Some of these women present themselves as career changers, having often made compromises and trade‐offs, while others, who have returned to their substantive professions, focus on continuity in their career narratives. The precarious nature of their careers is also apparent and in some cases leads to opting out or retreating. The paper concludes by exploring how women's scientist and technical identities persist, even among those who had not returned to work, and are drawn on in narratives of return and career change.     

Career Patterns and Family Status of Women and Men Artists

These observations are often made about women's career outcomes: (a) women, as compared to men, do not experience career outcomes that are consistent with their training and abilities, and (b) interruptions in women's careers are linked to marriage and children. The current study examined whether these patterns applied to women in art who may have more flexible paid work schedules. Women (N = 109), who trained in art, were compared to their male classmates (N = 99) 18 years after art school. Career patterns, midlife occupations, marital status, and number of children were examined. No gender differences were noted in midlife occupations, however, women experienced significantly more career discontinuity than men, and women with discontinuous careers had significantly more children than women in continuous patterns.     

Gender Similarity or Gender Difference? Contemporary Women's and Men's Career Patterns

Career development research has often explored gender differences in and development of career patterns ( Gottfredson, 2006 ). Hyde's (2005) meta‐analysis indicated that men and women shared more similarities than differences. Applying Hyde's gender similarities hypothesis to careers, the authors conducted a 2‐stage study. Stage 1 was an analysis of career choices of couples (a socioeconomically and educationally advantaged group) announcing their wedding in the New York Times. Stage 2 was a comparison of a New York Times wedding cohort with a cohort from 11 other U.S. newspapers, examining national trends and exploring generalizability of the findings from Stage 1 of the study. Results revealed that there are shifting trends in career choices, most notably in the legal profession.     

Family Factors Associated With Sixth‐Grade Adolescents' Math and Science Career Interests

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th‐grade adolescents (N = 318). Consistent with SCCT, it was found that career gender‐typing, mother's and father's support for pursuing math and science careers, as well as the structure of the family itself (2‐parent intact vs. single parent) predicted young adolescents' math self‐efficacy; career gender‐typing and mother's support predicted math outcome expectations; and math self‐efficacy and outcome expectations predicted math and science career interests. Counselor recommendations based on these findings are included.     

Career Self‐Efficacy and Perceptions of Parent Support in Adolescent Career Development

The authors examined the relative contributions of both proximal and distal supports to the career interests and vocational self‐efficacy in a multiethnic sample (N = 139) of middle school adolescents. Consistent with Social Cognitive Career Theory, it was found that (a) vocational self‐efficacy and career planning/exploration efficacy consistently predicted young adolescents' career interests across Holland (J. L. Holland, D. R. Whitney, N. S. Cole, & J. M. Richards, 1969) themes; (b) gender and career gender‐typing predicted interests in Realistic, Investigative, and Social careers; and (c) perceived parent support accounted for 29% to 43% of the total unique variance in vocational self‐efficacy for all Holland theme careers.     

A Push Toward Equality: Processes Among Dual‐Career Newlywed Couples in Collectivist Culture

This study examines gender construction among dual‐career newlywed couples in a collectivist culture. A qualitative analysis of in‐depth interviews with 20 heterosexual Singaporean couples reveals aspects of the collectivist norms (e.g., doing family, we‐consciousness, marrying one's equal) that are favorable toward the development of gender equality. Additionally, as couples respond to the political and social pulls of economic development, they begin to organize their relationship around both careers. Incorporating egalitarian values becomes a pragmatic move carried out through five direct processes: (a) career as central to the relationship, (b) flexible allocation of household duties, (c) open dialogue regarding conflict, (d) equal say in decision making, and (e) internal self‐reflection. Implications for future research are addressed.     

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.     

Narrative Manhood Acts: Batterer Intervention Program Graduates' Tragic Relationships

We analyze how twenty graduates of a Batterer Intervention Program constructed autobiographical stories about their relationships with women they assaulted. We focus on the presentation of gendered selves via narrative manhood acts, which we define as self‐narratives that signify membership in the category “man” and the possession of a masculine self. We also show how graduates constructed self‐narratives as a genre that was oppositional to organizational narratives: rather than adopting the program's domestic violence melodrama or preferred conversion narrative, graduates used the larger culture—especially “bitch” imagery and sometimes racialized discourse—to construct tragedies. Our study demonstrates the usefulness of narrative analysis for research on batterers' accounts and manhood acts, and also shows how oppositional genre‐making can be a method to resist organizational narratives.     

‘Working fathers' in Japan: Leading a change in gender relations?

Does the emergent phenomenon of ‘working fathers' herald a process of change in gender relations in Japan? Against the background of the current discourse in Japan about new modes of fathers' participation in the family, the article focuses on the small group of working fathers — men who explicitly organize their working lives around family responsibilities — to examine the potentiality of change. This supposed change in the roles of men (and women), at home and in the workplace, is considered in terms of latency, as a ‘slow‐dripping' process. The qualitative research focuses on Fathering Japan, Japan's leading fathering movement, its ideology, its members and their families. The article offers a critical perspective, juxtaposing gender ideology with practice. Exploring the real‐life experiences of working fathers caught between family and work, especially against Japan's gendered corporate culture, the article also addresses the persistence of gender inequality in Japan.     

Equality and Illusion: Gender and Tenure in Art History Careers

Using a national survey of 508 art history Ph.D.s including data on graduate school performance and careers 10 – 15 years post‐Ph.D., this study investigates gender, family, and academic tenure in art history, the humanities field with the highest proportion of women. Alternative hypotheses derived from three perspectives—termed here clockwork, two‐body, and synergy—are evaluated with multivariate logistic regression. Analysis finds that marriage increases men’s tenure odds and decreases women’s, but that some types of marriages do not decrease women’s odds, and some types dramatically increase men’s. This study calls attention to male advantage in female‐dominated academic disciplines and demonstrates the potential to better understand the interactions of gender, marriage, and careers by conceptualizing different types of marriages.     

‘Now,We Have the Same Rights as Men to Keep Our Jobs’: Gendered Perceptions of Opportunity and Obstacles in a Mexican Workplace

Drawing on extensive qualitative data at a Mexican‐owned multinational corporation, this case study investigates professional employees’ perceptions of changes to a prohibitive work policy requiring women to quit working upon marriage and having children. Employees believed the policy change meant working women were valued employees, but how this translated into opportunity highlighted distinct views of the types of positions professional women could occupy at the company, reinforcing sex‐segregated job allocation. Whereas women's narratives pointed to cultural resistance, men's narratives attributed the dearth of women in higher level positions to their lack of professionalism and commitment to work. The work policy change only guaranteed the right for women to work as the company modernized to fit the neoliberal demands of the global marketplace. Now women faced the challenge of turning that right into career advancement in a traditionally masculine‐defined company. I argue that even with the policy change, gendered discourses on women in professional occupations constructed and maintained gender inequities in the workplace. This study contributes to the scholarly discussion on gendered discourses within the context of global restructuring by showing how mechanisms at work maintain gender inequity in the workplace.     

Gender,Organizational Cultures and the Practices of Manager‐Academics in UK Universities

The article explores gendered management in UK universities in the context of moves to introduce new managerialism to higher education. Qualitative data are drawn from an Economic and Social Research Council funded project (R00023 7661) in which interviews were conducted with 137 male and female manager‐academics, from Heads of Department to Vice Chancellors, in 16 universities. The career trajectories of female and male manager‐academics are analysed to see if gender power relations, expectations and discrimination have affected their careers and organizational experiences. Also examined are whether and how gender relations and cultures are perceived to be relevant to management, the practices of women and men manager‐academics and the extent to which the differential value and status attached to teaching, research and management are gender‐related. It is suggested that women's participation in management roles, their perceptions of their practices and the expectations others hold of them are still marked by gender, even though some women have benefited, through promotion, from the greater emphasis on management now evident in UK universities.     

Are women less career centric than men? Structure,culture, and identity investments

Some work/family scholars assume that gender differences in career centrality (i.e. the importance of career to one's identity) are a result of differential job characteristics and family demands; others trace these differences to pre-existing cultural orientations. Using the 2010 Generations of Talent data from 9210 employees working in 11 countries for 7 multinational companies, this study verifies the existence of gender differences in career centrality and explores structural and cultural explanations. Gender disparities in career centrality are modest, indicating that women's and men's identification with careers is more similar than is commonly asserted; the most pronounced (but still relatively small) disparities are observed in Japan and China. A large portion of the gender gap is explained by job characteristics, supporting structural explanations. Family demands contribute to explaining the gap as well, but the findings are unexpected: having minor children is associated with higher career centrality for both women and men. In support of cultural explanations, however, traditional gender beliefs are associated with lower career centrality, especially for women, while two job characteristics (job variety and peer relations) have distinct links to career centrality for women and men. Findings challenge the common assumption that family identities compete against work identities.     

Friendship Groups,Personal Motivation,and Gender in Relation to High School Students' STEM Career Interest

Friendship group characteristics, motivation, and gender were investigated in relation to adolescents' science, technology, engineering, and math (STEM) career interest. The sample was comprised of 468 high school students (M = 16 years, range = 13–18) from diverse ethnic backgrounds. Participants rated their friendship group's support of STEM as well as their personal motivation in science. They separately rated the friendship group's support of English and personal motivation in English. Other predictors included friendship group characteristics (importance, gender composition) and background variables such as gender. Group support of STEM (but not English) and science motivation (but not English motivation) predicted STEM career interest. Group characteristics and participant gender moderated the effects. Findings suggest social identities and self‐concepts may shape youths' STEM career choices.     

'Estrogen-filled worlds': fathers as primary caregivers and embodiment

Within the wide body of scholarship on gender work and caring, sub‐strands of research have grown tremendously in the past decade, including largely separate studies on fatherhood and embodiment. Drawing on a qualitative research project with Canadian fathers who self‐identify as primary caregivers of their children, this article focuses on recovering largely invisible links between theoretical and empirical understandings of fatherhood, caring and embodiment. The article builds on the work of key sociologists of the body as well as the work of Goffman and Merleau‐Ponty. Specifically, Merleau‐Ponty's concept of ‘body subjects’ and Goffman's work on the ‘moral’ quality of bodily movements through public spaces are utilized as lenses for understanding fathers' narratives of caring, particularly how men speak about their movements with children through what several fathers refer to as “estrogen‐filled” worlds. As caring for others involves forming social networks and relations, embodiment can matter in the spaces between men, between male and female caregivers, and between men and the children of others. This article argues that through the changing stages of caring for children, male embodiment constantly shifts in the weight of its salience in the identities and practices of fathers and caregiving.     

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th‐grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non‐STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, 2000 ), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self‐efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.     

‘It's a macho thing,innit?’ Exploring the effects of masculinity on career choice and development

Through the analysis of qualitative data of the life stories of ten male returners to further education this article aims to support and develop some of the ideas presented in Gender, Work & Organization by both Simpson in 2005 and Lupton in 2006 on men in non‐traditional occupations. I employ the notion of multiple masculinities to understand my cohort's careers and demonstrate that over time early socialization can be overcome so that some men can make non‐stereotypical career decisions later in life. In offering an explanation as to why this might be the case, I argue that in late modernity some men can actively choose non‐traditional occupations, albeit within a gendered and classed labour market. I also offer insights into male identity in late modernity.     

Female Part‐Time Managers: Careers,Mentors and Role Models

This paper explores the careers of 27 women employed as part‐time managers in a range of UK public, private and not‐for‐profit sector organizations. Drawing upon semi‐structured interviews, the article briefly summarizes the career trajectories of these women, prior to and after a transition to part‐time working, before exploring whether and how career progression is linked to the support of role models and mentors. The part‐time managers in this sample held varied careers while working full‐time, but careers often stalled following a transition to part‐time work. Given research has identified role models and mentors as having a positive impact upon career progression, this paper explores the existence of role models and mentors within the sample of female part‐time managers. While the majority of interviewees identified role models, just over half identified these as negative role models who did little to champion part‐time working. Drawing upon Gibson's ‘positive/negative’ role model dimensions, we argue the likelihood of identifying positive and negative role models alters when an analysis takes account of gender and working hours. Few interviewees identified mentors: just four women spoke of being mentored currently, though ten others identified being mentored in the past. We argue this lack of mentors and the identification of negative role models, the majority of whom were women, exacerbates the already precarious position of these female part‐time managers. The paper concludes by commenting on the lack of support for female part‐time managers, and the paucity of influential people working part‐time in organizations, despite the rapid growth of part‐time work in the UK over the past four decades.     

Having It All? Women in High Commitment Careers and Work–Life Balance in Norway

The question if, or how, women can 'have it all' — high commitment career, partner and children — is regularly debated in popular media internationally. Drawing on qualitative research, this article examines work–life balance (WLB) for women in high commitment careers as politicians and non‐executive directors on corporate boards in Norway. Norway is lauded as one of the most gender equal countries in the world and in theory at least it is therefore a highly enabling environment for women to combine career and family. The article considers the WLB challenges women politicians and directors encounter and what types of WLB support — national, workplace and household level — are important for them in order to mitigate the potential strain caused by work–family conflict. This article's contribution is in highlighting the competing and sometimes contradictory policies, practices and discourses at multiple levels that surround WLB and the gendered social expectations of women in Norway who apparently 'have it all'.