IMPACT OF SOCIAL SYSTEMS ON GENDER’S CHOICE OF ACADEMIC AND CAREER ASPIRATIONS

The aim of this review is to focus on the differences and/or similarities among classical theorists Bandura (1997), Bronfenbrenner (1979), and Garbarino (1992), and contemporary thoughts with respect to how social systems; more specifically, how family relationships perceive themselves and how individuals perceive themselves and how this perception is applicable to the differences between family, gender, and academic pursuits. This review also focuses on differences among parent-child relationships, attachments, and gender. Differences between men’s and women’s academic achievement may contribute to an individual’s self-efficacy and academic journeys. The contributions that parental bonding, academic abilities, societal views, and family obligations are pivotal as individuals choose 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., parental bonding, societal views, and family obligations) involved in career choices and how vocational aspirations between genders differ. This paper addresses key topics of social systems and whether or not gender impacts a student’s career aspirations and/or choice of a college major 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.