PARENTAL ROLE MODELS, GENDER AND EDUCATIONAL CHOICE

Parental role models are often put forward as an explanation for the c hoice of gender-atypical educational routes. This paper aims to test s uch explanations by examining the impact of family background variable s like parental education and occupation, on choice of educational pro gramme at upper secondary school. Using a sample of around 73,000 Swed ish teenagers born between 1972 and 1976, girls' and boys' gender-atyp ical as well as gender-typical educational choices are analysed by mea ns of logistic regression. Parents working or educated within a specif ic field increase the probability that a child will make a similar cho ice of educational programme at upper secondary school. This same-sect or effect appeared to be somewhat stronger for fathers and sons, while no such same-sex influence was confirmed for girls. No evidence was f ound that, in addition to a same-sector effect, it matters whether par ents' occupations represent gender-traditional or non-traditional mode ls. Parents of the service classes or highly educated parents - expect ed to be the most gender egalitarian in attitudes and behaviours - hav e a positive influence upon children's choice of gender-atypical educa tion.