Preservice Teachers’ Career Expectations by Gender, Socioeconomic Status, and Academic Achievement Levels

Abstract

The career expectations of 200 randomly selected preservice teachers were examined by gender, socioeconomic status (SES) and academic achievement levels (GPA). Expectations were different for females and males and for students of differing SES levels. While GPA was not different for any of these groups, university degree expectations were different for females and males and for SES groups.