Abstract

Using social cognitive career theory, we examine differences in the career development of men and women in nursing technician programs. We recruited nursing students from five Chilean postsecondary vocational–technical education institutions and surveyed them regarding their perceptions of supports, barriers, and beliefs. Despite male nursing technician students reporting more perceived job discrimination and instructional barriers, these factors did not affect their self-efficacy or career expectations. Additionally, males reported less parental support, which exhibited a positive correlation with their career self-efficacy and expectations. We frame these findings within existing literature and offer practical guidance for postsecondary institutions. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.