Year: 2011
Type: article
Study design: Observational Study
Abstract: The overall purpose of this study was to extend current understanding of the precursors of lesbian women's vocational interests.Using SCCT's vocational interest formation model as a guiding theoretical framework, I examined the contributions of sexual orientation, gender-role conformity, learning experiences, self-efficacy, and outcome expectations to women's vocational interests.Consistent with Morrow et al.'s (1996) theorizing, I anticipated that sexual orientation would relate significantly to learning experiences indirectly via gender-role conformity.Next, I tested the applicability of a portion of the SCCT interest model for a sample of lesbian women.The model contained learning experiences, self-efficacy, outcome expectations and interests.Finally, the direct paths for this portion of the SCCT interest model were compared for lesbian and heterosexual women to examine the extent to which the model was invariant across sexual orientation.A total of 130 self-identified lesbian and 136 heterosexual women enrolled in institutes of higher learning completed an online survey containing measures of feminine gender-role conformity, learning experiences, self-efficacy, outcome expectations, and interests.If the participant identified as lesbian, she was asked to complete a measure of sexual orientation outness.Learning experiences, self-efficacy, outcome expectations and interests were measured across Holland's (1997) six RIASEC domains.The results indicated that sexual orientation impacts vocational learning experiences indirectly via iv conformity to feminine role norms in the Artistic, Social, and Enterprising domains.Sexual orientation directly impacted interests in the Enterprising and Conventional domains.In terms of the fit of the SCCT interest model for lesbian women, the Investigative, Artistic, and Conventional models fit the data from lesbian women well, and the Realistic, Social, and Enterprising models fit adequately.Finally, the model posited by SCCT appears to be largely invariant across sexual orientation.Hypothesis 8A: A heterosexual orientation directly and negatively relates to interests in Realistic occupations.Hypothesis 8B: A heterosexual orientation directly and negatively relates to interests in Investigative occupations.Hypothesis 8C: A heterosexual orientation directly and positively relates to interests in Artistic occupations.Hypothesis 8D: A heterosexual orientation directly and positively relates to interests in Social occupations.Hypothesis 8E: A heterosexual orientation directly and negatively relates to interests in Enterprising occupations.Hypothesis 8F: A heterosexual orientation directly and positively relates to interests in Conventional occupations.Hypothesis 9: Hypothesized indirect relationships between learning experiences and outcome expectations via self-efficacy beliefs For each RIASEC domain, part of the total relationship between each of the four types of learning experiences and outcome expectations is indirect via self-efficacy beliefs.Hypothesis 9A-9F: In the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional models, respectively, personal performance accomplishments, vicarious learning, verbal persuasion, and physiological arousal each demonstrates an indirect relationship to outcome expectations via self-efficacy.
Author: Melissa R. Plaufcan
Institution: University of Akron
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
SDG: Gender equality
Open Access status: green
OpenAlex ID: W2601047973