(2)Citation-
Mullen, Ann L. "Majors and Knowledge." Degrees of Inequality: Culture, Class, and Gender in American Higher Education. Baltimore, MD: Johns Hopkins UP, 2012. 157-227. Print.
(3)Author-
Ann L Mullen is an associate professor and associate chair of the sociology department at the University of Toronto. Before that she held a Post-Doctoral Research Fellowship at the National Center for Education Statistics and then served as a Senior Research Associate at the U.S. Department of Education. Her research interests include culture, social inequality, gender and higher education. Her work has examined access to higher education, the role of elite institutions, the gendered segregation of fields of study, and competing cultural narratives about the purpose and value of higher education.
(4)Key Terms- Financial stability- While looking for majors, men were more interested in finding a career that would give them financial stability to support a family in the future.
Intellectual Interests- Women were more concerned with finding a career that satisfies their intellectual interests meaning a topic which they enjoy or intrigues them or which stimulates higher thinking.
Female and male dominated fields- fields such as social work, education, and nursing are fields dominated by woman where as STEM fields are more dominated by males.
(5)Quotes- "Because our culture devalues women, the kinds of work typically done by women are also devalued. Thus men face a more pronounced stigma for entering nontraditional fields, because they enter the devalued realm of things associated with femininity. However, when women make the non-traditional choice of a typically male occupation, they generally benefit from the higher social value of the occupation (in addition to better pay and elevated status)." (168)
"Interestingly, in the interviews none of the women entering traditionally male fields of study made mention of the gender composition of their field. This again suggests that women, while certainly facing other barriers, do not risk the same kind of stigmatization that men do when entering typically female fields of study."(174)
"What is notable in these mostly hazy descriptions of future work is that these women's ideas about their careers were built on a natural continuation of their likes and intellectual interests, rather than on any practical or financial concerns. Concerns about salaries were rarely a factor, much less a priority, in their decisions. When asked, about two-thirds of them responded that considerations of salary were not important at all."(186)
"While they overlapped with women in their intellectual interests in their fields of study, the men tended to be pulled away from these interests by two concerns that were not shared by the women. The first involved considerations of status, and the second, concerns about making enough money to reproduce the affluent lifestyle they experienced in their childhoods."(187)
(6)Value- This chapter points out many possible reasons for the gender discrepancy in major choices. Some unique aspects pointed out include that not only is their a major underrepresentation of women in male fields, their is also a major under representation of men in female fields. Another valuable point in this work is that men and women value different things such as financial situations, intellectual interests, and family goals and these values direct them in their major decisions.
Intellectual Interests- Women were more concerned with finding a career that satisfies their intellectual interests meaning a topic which they enjoy or intrigues them or which stimulates higher thinking.
Female and male dominated fields- fields such as social work, education, and nursing are fields dominated by woman where as STEM fields are more dominated by males.
(5)Quotes- "Because our culture devalues women, the kinds of work typically done by women are also devalued. Thus men face a more pronounced stigma for entering nontraditional fields, because they enter the devalued realm of things associated with femininity. However, when women make the non-traditional choice of a typically male occupation, they generally benefit from the higher social value of the occupation (in addition to better pay and elevated status)." (168)
"Interestingly, in the interviews none of the women entering traditionally male fields of study made mention of the gender composition of their field. This again suggests that women, while certainly facing other barriers, do not risk the same kind of stigmatization that men do when entering typically female fields of study."(174)
"What is notable in these mostly hazy descriptions of future work is that these women's ideas about their careers were built on a natural continuation of their likes and intellectual interests, rather than on any practical or financial concerns. Concerns about salaries were rarely a factor, much less a priority, in their decisions. When asked, about two-thirds of them responded that considerations of salary were not important at all."(186)
"While they overlapped with women in their intellectual interests in their fields of study, the men tended to be pulled away from these interests by two concerns that were not shared by the women. The first involved considerations of status, and the second, concerns about making enough money to reproduce the affluent lifestyle they experienced in their childhoods."(187)
(6)Value- This chapter points out many possible reasons for the gender discrepancy in major choices. Some unique aspects pointed out include that not only is their a major underrepresentation of women in male fields, their is also a major under representation of men in female fields. Another valuable point in this work is that men and women value different things such as financial situations, intellectual interests, and family goals and these values direct them in their major decisions.
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