Abstract:

This review focuses on the differences and/or similarities among classical theorists Bandura (1977, 1986, 1999), Piaget (1969), and Gardner (1993) and contemporary thoughts with respect to what constitutes intelligence or learning abilities among gender; more specifically, each theorist as well current literary have distinct viewpoints on how individuals learn and how their perception is applicable to the differences associated with genders’ self-estimate of intelligence, academic abilities, and learning processes. Differences between men’s and women’s learning capabilities may contribute to a student’s efficacy beliefs and impact his or her self-regulatory processes in relation to their choice of academic pursuits. The review addresses key topics of how children develop intellectually, the role of educators for promoting academic growth, and responsibility of schools, administrators, and outside institutions have to ensure that all students reach their full potential. The aforementioned topics 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., learning styles, promoting academic achievement, and role of educators) involved in career choices and how vocational aspirations between genders differ. This paper addresses the potential responsibility of educational community to address differences in vocational development are significantly different between genders in respect to choice of career aspirations and college majors.