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Sex-Typing of Occupations in the Israeli Education System: Students Versus Teachers

Research on trends in occupational sex segregation reveals that the number of women in male-dominant careers has increased substantially in recent years (Reskin & ROSS, 1990). At the same time, some researchers indicate that men have begun to enter female-dominant careers, although to a lesser extent (Basow, 1986; Hartmann, 1976; Sacks, 1987). In light of these trends, which characterize industrial, urbanized societies, there is a need for updated knowledge on sextyping of occupations. Thus, the present study attempted to elucidate this topic in a comparative analysis of sex-related stereotypes of occupations among students and teachers in Israel. I t is commonly believed that attitudes toward gender roles are formed in a continuous process of socialization in the pre-employment stage. According to the classic approach of Parsons & Bales (1955) toward shaping of gender roles, masculine behavior is characterized as instrumental and task-oriented, whereas feminine behavior is characterized as expressive, emotional, sensitive, and oriented toward the well-being of others. When members of one gender predominate in a given occupation, that occupation eventually becomes sex-typed, i.e., it is characterized as typical of the dominant gender, and atypical of the opposite gender (Oppenheimer, 1968). Consequently, masculine professions are expected to emphasize achievement-oriented and competitive behavior as well as instrumental and task-oriented goals. In contrast, feminine professions are expected to emphasize sensitivity