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<strong>Literature</strong> <strong>Search</strong><br />

<strong>Women</strong> <strong>in</strong> <strong>Non</strong>-­‐<strong>Traditional</strong> <strong>Careers</strong><br />

Updated January 23, 2013<br />

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traditional occupation. Social Policy and Society, 8(3), pp. 347-­‐359.<br />

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Mathmatics and Technology: The Importance of a Transform<strong>in</strong>g Experience Advanc<strong>in</strong>g<br />

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eng<strong>in</strong>eer<strong>in</strong>g and mathematics. Hampton, VA: Virg<strong>in</strong>ia Space Grant Consortium.


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Dubl<strong>in</strong> Institute of Technology.<br />

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<strong>Women</strong> and Men. Stanford, 4.<br />

Ciccocioppo, A-­‐L, Stew<strong>in</strong>, L.L., Madill, H.M., Montgomerie, T.C., Tovell, D.R., Armour, M-­‐A.<br />

Transitional Patterns of Adolescent Females <strong>in</strong> <strong>Non</strong>-­‐<strong>Traditional</strong> Career Paths. Canadian<br />

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capabilities theory to reflect on the career journey of senior women. <strong>Women</strong> <strong>in</strong><br />

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Electronic Library of Construction Occupational Safety & Health.<br />

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Social Forces, vol. 80, no. 2, pp. 655-­‐81.<br />

Creamer, E.G., Burger, C.J., & Meszaros, P.S. (2004). Characteristics of high school and college<br />

women <strong>in</strong>terested <strong>in</strong> technology. Journal of <strong>Women</strong> and M<strong>in</strong>orities <strong>in</strong> Science and<br />

Eng<strong>in</strong>eer<strong>in</strong>g. 10(1), 67-­‐78.<br />

Dale, V.A. (2006). Gender segregation <strong>in</strong> the Labour Market: What motivates entry <strong>in</strong>to non-­‐<br />

traditional occupations? Learn<strong>in</strong>g & Skills Council Somerset.<br />

Davis, B., TNT Club Aids Students on <strong>Non</strong>-­‐<strong>Traditional</strong> Career Paths. The Commuter.<br />

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Dickerson, A., Taylor, M. A., 2000. Self-­‐Limit<strong>in</strong>g Behaviour <strong>in</strong> <strong>Women</strong>, Self-­‐esteem and Self-­‐<br />

Efficacy as Predictors, Sage Journal, Vol. 25, no. 2, 191 – 210.<br />

Diegel, N.M.& Subich, L.M. 2002. Academic and vocational <strong>in</strong>terests as a function of outcome<br />

expectations as posited <strong>in</strong> Social Cognitive Career Theory, Journal of Vocational<br />

Behaviour, 59, 394 – 405.<br />

Ditmar Coffield, C. (2011). <strong>Non</strong>-­‐traditional educational trajectories: the educational aspirations<br />

and expectations of women who are educationally disadvantaged. Sociology<br />

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for them. LaCrosse Tribune.<br />

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Eames Roebl<strong>in</strong>g, E. (2011). <strong>Women</strong> Challenge Monopoly on “Men’s Jobs”. Dom<strong>in</strong>go.<br />

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traditional career and technical education.” International Journal of Manpower, Vol. 27<br />

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education: Career aspiration, multiple role self-­‐efficacy and outcome expectations.<br />

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economy’. Gender and Education, 16(2), 169-­‐185.


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