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Non stem majors9/24/2023 Gender segregation in the labor market and in university majors is a widely known and consistent pattern of previous empirical research (e.g., Leuze and Strauß, 2009 Bechmann et al., 2012 Ochsenfeld, 2012 Hausmann and Kleinert, 2014), showing in detail that women are especially underrepresented in STEM fields (i.e., science, technology, engineering, and mathematics). Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. As expected, women were more oriented toward social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. In a sample of 5,857 second-year university students of the German National Educational Panel Study, three profiles of professional goal orientation were confirmed in a latent profile analysis. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. 3Institute of Psychology, University of Bamberg, Bamberg, Germany.2Friedl Schöller Endowed Chair for Educational Psychology, School of Education, Technical University of Munich (TUM), Munich, Germany.1Competencies, Personality, Learning Environments, Leibniz Institute for Educational Trajectories, Bamberg, Germany.Ilka Wolter 1 * Lisa Ehrtmann 1 Tina Seidel 2 Barbara Drechsel 3
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