Suchergebnisse

Using data from undergraduates we found that financial resources, intelligence and having responsibility were important sources of social power. Consistent with traditional gender norms, women were more likely than were men to perceive social power from emotional intimacy, social skills
and parenting. Men were more likely than were women to perceive having a lot of social power due to physical strength and social status. Unexpected was that more men than women chose sexuality as a source of power. An awareness of gender stratification was found in the reports that "women
in general" do not have a lot of social power and women were more likely than were men to say that "men in general" had a lot of social power.

Parents' educational attainment is generally completed before offspring are born. Thus, there is little opportunity to study the ways in which children's observation of their parents' pursuit of education may augment the effects of structural factors on intergenerational transmission processes. In this article, the authors use qualitative and quantitative data collected from thirty-five women across a decade following their return to school to examine the effects of children's observations of their mothers' educational achievements on the children's educational aspirations and achievements in adulthood. The return to school was consequential only when mothers completed their degrees; when they did not, their enrollment appears to have had little or no effect on children's educational achievements. Mothers' completion of college was found to be the most important for children's educational outcomes when fathers were less educated and opposed to mothers' enrollment and when the return to school was fueled by personal and psychological, rather than career, motivations.