Abstract

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students' socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model's predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.