The Impact of Gender Ideology, Environmental and Individual Resources on Achievement and Postsecondary Field of Study

In Australian universities, there is an ongoing and persistent trend of gender segregation across postsecondary fields of study. The research in this thesis examines some of the mechanisms that may be influencing this, specifically social gender norms and environmental and individual resources. Utilising a quantitative approach, the research models the interrelationships between these resources and conformity to and endorsement of gender norms and the postsecondary field of study and academic achievement levels. It addresses the question, to what extent, and in what ways, do factors such as gender ideology and environmental and individual resources predict achievement levels and choice of university course selection amongst Victorian undergraduate university students?