Women Who Enter Male-dominated Fields of Study in Higher Education

Abstract

Using data drawn from the National Longitudinal Study of the High School Class of 1972, this study examined 16 variables classified into categories of family background, high school experience, academic ability, life-goal orientations, and extent of education planned that might influence women’s entry into male-dominated fields of study in higher education. Results indicate that women in male-dominated fields have higher academic ability and more course work in science and mathematics in high school, and that they are more work-oriented than women in traditional fields. Results also indicate that family influence on women’s entry into male-dominated fields is not significant.