Great (Unequal) Expectations: Socializing Women Into the 21st Century Military

• In Event: 049 - Section on Peace, War and Social Conflict Roundtable Session (one-hour).
  In Refereed Roundtable: Section on Peace, War and Social Conflict Roundtables (one-hour). Table 01. Military Organization and Personnel

Abstract

Lack of career persistence for women in non-traditional professions such as science, technology, engineering and math (STEM) professions has been attributed to social psychological factors including self-efficacy, stereotype threat, and bias derived from research analyzing workplace discrimination and women’s family plans as outcomes. This study builds on research on traditionally male professions by examining the military profession and how service academies socialize women into a traditionally male profession through role model influence. As increasing numbers of women are being recruited into the U.S. Navy, retention of women (especially in combat occupational specialties) continues to lag behind men. Qualitative data shows some women leave the Navy because of impact on their family. For women entering the U.S. Naval Academy (USNA), what are their work-family expectations, who influences them, and why do these expectations change during the four years at USNA? Using a cross-sectional sample of women enrolled at USNA, structured interviews are conducted to collect data on the work-family expectations of women midshipmen. Results show women’s career intentions are influenced by female officer role models, while family intentions are influenced by family member role models and male officers. However, female midshipmen, on average, do not plan on pursuing a career in the military. Expected work-family conflict and gender ideology are employed to help explore the relationships between work and family expectations.

Authors

• David Smith, United States Naval Academy

• Judith E. Rosenstein, United States Naval Academy