Computer science majors: sex role orientation, academic achievement, and social cognitive factors

Career Development Quarterly, June, 2006 by Chris Brown, Linda S. Garavalia, Mary Lou Hines Fritts, Elizabeth A. Olson

Kuther (1998) noted that research findings related to sex differences and locus of control have been contradictory and thus suggested that observed sex differences in locus of control may instead be attributed to differences in sex role orientation. Previous research findings have associated an external locus of control with a feminine sex role orientation and an internal locus of control as part of the masculine sex role orientation (e.g., Hochreich, 1975). Kuther examined the relationship between the sexes for scores on sex role orientation and locus of control. Findings of her investigation revealed that among women, an internal locus of control was associated with an androgynous orientation, whereas an external locus of control was related to a feminine sex role orientation. Among men, scores on sex role orientation and locus of control were not significantly related.

Most male-dominated occupations such as computer science have typically been regarded as having both high status and a high pay range. These professions may be attractive to individuals who are relatively high in instrumental traits and who reflect a sense of agency and mastery. Previous research has indicated that women in traditional female occupations would be sex typed in role orientation and would have external locus of control (Minnigerode, 1976). The present study, therefore, considered whether the locus of control orientation of men and women pursuing a degree in a male-dominated field is related to their sex role orientation.

Academic Achievement and Sex Role Orientations

Previous research findings related to sex role orientation and academic achievement have been inconsistent. For example, Burke (1989) found that among middle school students, those with a feminine sex role orientation displayed greater academic achievement in math, science, social studies, language arts, and foreign language courses as compared with masculine, androgynous, and undifferentiated types. Conversely, Pathare and Kanekar (1990) surveyed 300 undergraduate students regarding their academic achievement and sex role orientation and found that masculine women scored highest on academic achievement. These inconsistent findings suggest that myriad factors may be implicated in understanding the relationship between sex role orientation and academic achievement variables.

Present Study

Given the noted influence of sex role orientation on occupational choice and persistence and the underrepresentation of women completing degrees and entering the computer science and engineering workforce (Betz, 1997), we believe that the sex role orientations, career decision-making self-efficacy, locus of control, and academic achievement of computer science majors are important variables to study. Women in pursuit of male-dominated fields are thought to encounter obstacles and difficulties, thus their confidence in their career planning and decision-making tasks (self-efficacy) as well as their belief in their ability to control their own destiny (locus of control) are regarded as important factors of their success (achievement). Moreover, we consider the importance of gender-related behaviors and whether there is an activation of gender-related behaviors in the computer science field.