Gender stereotypes and career aspirations in secondary school education

The purpose of this research was to examine gender-based discrimination and gender stereotypes that affect the career aspirations of secondary school students in Hungary. During the research, the experiences and attitudes of 1,073 students were measured along the following dimensions: 1) agreement with gender stereotypes, 2) awareness of gender-based negative discrimination in the field of labour market, 3) experiences of gender-based discrimination at school, 4) educational programs dealing with gender-based discrimination, 5) individual visions of a career in the future, and 6) a possible solution to gender-based discrimination. Young people who agree more with general gender stereotypes and occupational stereotypes tend to feel that their gender has a greater impact on their career choices and are more likely to worry about their future than those who agree less with the stereotypes. Students who experienced unfair treatment during grading or other situations because of their gender also reported that their gender tends to have a greater influence on the profession they choose, and they believe that their gender would have less influence on their professional future abroad. These students are more likely to worry about their future livelihoods than those who have not experienced such treatment. Finally, those who learned about gender-based discrimination in career choices at school and discussed the inequalities show a significantly higher awareness of the disadvantaged position of women in the labour market and less endorsement of general gender stereotypes than those who were not informed about them. In summary, gender-based differentiation of students is associated with more salient stereotypic attitudes and threats, while school programs about gender stereotypes and their eradication are associated with less stereotypes, higher awareness and reporting of discriminatory experiences, and the reduction of distinction and discrimination among peers.