Rodna tipičnost visokoškolskih obrazovnih aspiracija tijekom srednje škole: intenzifikacija, konvergencija ili stabilnost

IN CROATIAN: Cilj je rada bio ispitati dolazi li do intenzifikacije, konvergencije ili stabilnosti u rodnoj tipicnosti visokoskolskih obrazovnih aspiracija djevojaka i mladica tijekom vremena provedenoga u srednjoskolskom obrazovanju. U istraživanju na uzorku od 13 301 ucenika/ca cetverogodisnjih i petogodisnjih srednjoskolskih programa ispitana je i uloga srednjoskolskog programa te ucenickih interesa i skolskog uspjeha u objasnjenju rodne tipicnosti njihovih visokoskolskih aspiracija. Rezultati upucuju na to da, iako postoje razlike između djevojaka i mladica u rodnoj tipicnosti obrazovnih aspiracija, te su razlike stabilne kroz vrijeme, cime nije potvrđena ni hipoteza rodne intenzifikacije, niti rodne konvergencije. Odabiri djevojaka i mladica kroz godine skolovanja ne postaju ni vise niti manje rodno stereotipni u odnosu na pocetak srednjoskolskog obrazovanja. Rezultati regresijskih modela pokazuju da se rodna tipicnost visokoskolskih aspiracija razlikuje s obzirom na strukovno podrucje/gimnazijski program, i to u ocekivanom smjeru: ucenici i ucenice tipicno muskih programa aspiriraju tipicno muskim studijima i obratno. Skolski uspjeh i interesi također su pridonijeli objasnjenju rodne tipicnosti visokoskolskih aspiracija. Uspjeh iz hrvatskog jezika kao i interesi za jezicno i biomedicinsko podrucje predviđaju snažniju aspiraciju tipicno ženskim studijima, dok uspjeh iz matematike i engleskog jezika te interesi za tehnicko i informaticko podrucje pridonose aspiraciji tipicno muskom studiju. Nalazi ovog istraživanja ukazuju na to da, uz utjecaj rodno obilježenih obrazovnih interesa i postignuca, diferenciranost srednjoskolskog obrazovanja može utjecati na rodno stereotipne obrazovne aspiracije. --------------- IN ENGLISH: The aim of the paper was to examine intensification, convergence, or stability in the gender typicality of girls' and boys' higher education aspirations during the time spent in secondary education. The study, conducted on a sample of 13,301 pupils of four- and five-year secondary education programmes, examined the roles of the secondary education programme, pupils' interests, and school success in explaining the gender typicality of their higher education aspirations. The results suggest that, although there are differences between girls and boys in the gender typicality of their educational aspirations, these differences are stable over time, whereby neither the gender intensification nor the gender convergence hypotheses were confirmed. The girls' and boys' choices become neither more, nor less gender-stereotypical, compared to the start of secondary education. The results of regression models show that the gender typicality of higher education aspirations differs with regard to vocational domain/grammar school programme: pupils in typically male programmes aspire towards typically male higher education programmes and vice versa. School success and interests have also contributed to the explanation of the gender typicality of higher education aspirations. Success in the Croatian Language and interest in linguistic and biomedical domains predict a stronger aspiration towards typically female higher education programmes, while success in Mathematics and the English Language, and interest in technical and ICT domains contribute to the aspiration towards typically male higher education programmes. The findings of this study suggest that, along with the influence of gendered educational interests and achievements, the differentiation of secondary education can influence gender-stereotypical educational aspirations.