Abstract

Iceland ranks highly on international indices of gender equality, but the labor market is among the most gender segregated in the world. Gender differences in vocational interests play an important role in explaining these disparities, as interests are highly related to career and educational choices. In this quantitative review, we examine gender differences in both Holland’s RIASEC categories and basic interest scales using data from 10 studies in Iceland. The studies contained populations ranging in age from 13–60 years (N = 9494). Both imported (SII, SDS) and indigenous (Bendill) interest inventories were used to measure interests. First, we found that that the RIASEC scales in the inventories conform to Holland’s structural model both for women and men, except in the youngest age group. Second, and most importantly, the results show the same pattern and extent of mean gender differences that have emerged in other countries. The largest gender differences are in Social interests, which favor women, and Realistic interests, which favor men. Women are also higher on Artistic interests, and men are higher on Investigative and Enterprising interests. These gender differences reflect the gender segregated labor market and educational choices. We discuss the possible influence of sex-role socialization, gender identity, and gender essentialist ideologies on the development of interests and career choices in Iceland. Utdrattur Island situr gjarnan i efstu saetunum a alþjoðlegum maelikvorðum um kynjajafnretti, vinnumarkaðurinn er þo a sama tima einn sa mest kynjaskipti i heiminum. Þar sem starfsahugi motar nams- og starfsval getur kynjamunur i ahuga hjalpað til við að skilja hvers vegna konur og karlar velja olik storf. I þessari grein eru niðurstoður 10 rannsokna teknar saman til að kortleggja kynjamun i sex ahugasviðum Hollands – HVLFAS og a 35 undirsviðum. Rannsoknirnar na til folks a aldrinum 13 – 60 ara (N = 9494) og eru baeði innfluttar (SDS og Strong) og innlendar (Bendill) ahugakannanir notaðar til að meta starfsahuga. I ljos kom að þessar kannanir falla vel að formgerðarlikan Hollands baeði fyrir konur og karla, nema i allra yngstu aldurshopunum. Kortlagning a kynjamun sýnir alika mynstur og mikinn kynjamun i ahuga a jafnrettislandinu Islandi og fram hefur komið i oðrum londum t.d. Bandarikjunum. Mestur munur kemur fram a felagssvið þar sem konur eru að jafnaði haerri og a handverkssviði þar sem karlar eru haerri. Konur hafa einnig meiri ahuga a storfum sem falla a listasvið og karlar a storfum a visinda- og athafnasviði. Kynjamunur i ahuga endurspeglar kynskiptingu islensks vinnumarkaðar og menntakerfirs. Visbendingar eru um að mestur munur se a ahuga kynjanna a unglingsarum en hann minnki með aldrinum og aukinni reynslu. Ahrif kynbundinnar felagsmotunar, sjalfsmyndar og rikjandi samfelagslegar hugmyndir um olikt eðli kynjanna a þroun starfsahuga og namsval eru raeddar.

Highlights

  • Ísland situr gjarnan í efstu sætunum á alþjóðlegum mælikvörðum um kynjajafnrétti, vinnumarkaðurinn er þó á sama tíma einn sá mest kynjaskipti í heiminum

  • It is vital to start charting the extent of gender differences in vocational interests in Iceland because they are related to gender equality (Lög um jafna stöðu og jafnan rétt kvenna og karla, 10/2008)

  • The randomization test results in the Correspondence Index (CI), which can range from 0–1

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Summary

Introduction

Ísland situr gjarnan í efstu sætunum á alþjóðlegum mælikvörðum um kynjajafnrétti, vinnumarkaðurinn er þó á sama tíma einn sá mest kynjaskipti í heiminum. Vísbendingar eru um að mestur munur sé á áhuga kynjanna á unglingsárum en hann minnki með aldrinum og aukinni reynslu. Large gender differences have been detected in vocational interests, raising many concerns about the career development of women and men (Hansen, 1988; Su, Rounds, & Armstrong, 2009). It is important to understand gender differences in interests because they predict for example, educational choices (Gasser, Larson, & Borgen, 2007; Sinclair, Nilsson, & Cederskar, 2019; Zafar, 2013), occupational preferences (Hanna & Rounds, 2020) and degree completion. Holland (1997) categorized vocational interests into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The structural model of vocational interests has been supported in Iceland for both women and men in higher education using imported inventories (Einarsdóttir, Rounds, Ægisdóttir, & Gerstein, 2002). The fit of the RIASEC model for women and men separately has not been evaluated using indigenous interest inventories and some questions have been raised about the applicability of the RIASEC model for younger students in general (Scheving-Thorsteinsson, 2009)

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