Sex role definitions and selected educational experiences: an exploratory study

Abstract

The acquisition of sex roles has been traditionally explained by the socialization process. However, the research has focused upon only one of the societal agents of socialization -- the family. Specifically, family background variables and background-related variables have been shown to be related to sex role definitions. Nevertheless, in view of the literature suggesting long term effects of certain educational variables upon sex role definitions (i.e. counseling) as well as the research concerning the impact of college on students, it is suggested that the institution of education be further examined. In the present study the relationship between the sex role definitions of female undergraduate students and selected educational experiences (length of college attendance, academic major and scholastic achievement) is examined.

The findings indicated that educational experiences (length of college attendance and academic major) accounted for only a modest portion of the total variance explained. Background-related variables (ideal age for marriage and dating status), however, contributed the most. Contrary to previous research, family background variables were not found to be significantly related to sex role definitions. From the patterning of the four variables (ideal age for marriage, dating status, length of coilege attendance, and academic major) it was suggested that the peer group membership, as an indicator of the social environment of college, is meaningful to the sex role definitions held by this sample of undergraduate college women.