Abstract:

The aim of this review is to focus on the differences and/or similarities among classical theorists Albert Bandura (1999), John L. Holland (1997), and Donald E. Super (1942), and contemporary thoughts regarding issues of gender and students’ choices of college majors and professional careers. As individuals prepare for employment opportunities and careers, parental bonding, academic abilities, societal views, contextual and structural barriers, and family obligations are pivotal in their choice of vocational aspirations and career development. While it has been speculated that differences in academic abilities between genders hold the answer in explaining, evaluating, and understanding why women are underrepresented in science, technological, engineering, and mathematical (STEM) disciplines, there is no singular, substantive evidence to answer those questions. These theorists have compelling theoretical foundations that explain factors (e.g., personality, environment, goals, and interests) involved in career choices and how vocational aspirations between genders differ. This paper addresses key topics of vocational development and whether or not gender impacts a student’s career aspirations and/or choice of a college major. The current and contemporary body of research literature does directly link the puzzle pieces to explain how differences in vocational development are significantly different between genders in respect to choice of career aspirations and college majors with the intent to identify gaps and suggest possible intervention or prevention strategies that address the barriers affecting women’s’ lack of representation in STEM disciplines.

Keywords:

gender, academic abilities, vocational aspirations, career development, stem.