The Relationships Between Higher Vocational College Students' Occupation-Sex Stereotype And Gender Role Or Achievement Motive Respectively

The socialization of gender roles is an important part in the development of individuals. As to one's development, the socialization of gender roles has finished in secondary school. Many researches have found that one's gender role influences his life, study, and work differently. In 1970s, Bem, American psychologist, addressed androgyny theory suggesting that masculine and feminine traits are independent ones, and one can be androgyny, possessing both masculine and feminine traits simultaneously. In line with this theory, people can be divided into four groups according to their gender roles: masculine, feminine, undifferentiated, and androgyny. Many studies have found that compared to masculine, feminine, and undifferentiated individuals, androgyny ones can adjust their behavior flexibly and that one's gender role is closely related to his achievement motive, that is one who is highly masculine has higher level of achievement motive than one who is highly feminine.Nowadays, the low employment of female college graduates has become a universal social problem around the country. There are several factors that lead to this problem, including society, family, the personality and achievement motive of female college students. In discussing the relationships between higher vocational college students'occupation-sex stereotype and gender role or achievement motive respectively, this study may deepen our understanding of low employment of female college students, advance strategies to solve this problem, and make guidance for female college students for their employment 349 vocational college students being the sample, the relationships between occupation-sex stereotype and gender role or achievement motive were analyzed by applying Bem Sex Role Inventory (BSRI), Achievement Motive Questionnaire, and Occupation-Sex Stereotype Questionnaire. By comparing with male college students, results are as follows: 1. The number in different gender role categories in female is significantly different from that in male. Masculine rate in male students is higher than that in female students, whereas feminine rate in female students is higher than that in male students. Androgyny rate in female students is higher than that in male students, whereas undifferentiated rate in male students is higher than that in female students.2. The level of achievement motive of male students doesn't have significant difference from that of female students. In different gender role categories, there is no significant difference in perusing achievement, whereas there is significant variance in avoiding fail, with androgyny higher than undifferentiated.3. The levels of male and female occupation-sex stereotype in male higher college students aren't influenced by gender role category, and are both higher than that in female students, whereas the level of male occupation-sex stereotype in androgyny female students is higher than that in undifferentiated female students.4. The levels of male and female occupation-sex stereotype in students majoring in arts are both not significantly different from those in students majoring in science.