52 research outputs found
Gender Segregation in Vocational Education: Introduction
No full textThis introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research
Gender and long-term trends in educational attainment, income and returns to education in Norway
No full textCodes and supplementary materials for the paper "Gender and long-term trends in educational attainment, income and returns to education in Norway", with Liza Reisel and Sara Seehuu
sj-docx-1-wes-10.1177_09500170231155293 – Supplemental material for The Equality Hurdle: Resolving the Welfare State Paradox
No full textSupplemental material, sj-docx-1-wes-10.1177_09500170231155293 for The Equality Hurdle: Resolving the Welfare State Paradox by Erling Barth, Liza Reisel and Kjersti Misje Østbakken in Work, Employment and Society</p
sj-docx-1-wes-10.1177_09500170241245329 – Supplemental material for Characteristics or Returns: Understanding Gender Pay Inequality among College Graduates in the USA
No full textSupplemental material, sj-docx-1-wes-10.1177_09500170241245329 for Characteristics or Returns: Understanding Gender Pay Inequality among College Graduates in the USA by Joanna Dressel, Paul Attewell, Liza Reisel and Kjersti Misje Østbakken in Work, Employment and Society</p
Educational Systems and Gender Segregation in Education: A Three-Country Comparison of Germany, Norway and Canada
No full textHow do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries
Gender inequalities at labor market entry : a comparative view from eduLIFE project
No full textThis chapter provides an overview of the results from a cross-nationally comparative project analysing gender differences and inequalities at labour market entry. Women’s relative gains in educational attainment and the expansion of the service sector suggest that gender inequalities in occupational returns are diminishing or even reversing. In assessing gender differences at labour market entry, we look at a phase of the life course when women’s family roles are still of minor importance. Conceptually, we distinguish between horizontal segregation and inequalities in vertical outcomes. The project was based on 13 in-depth case studies contributed by a network of scholars analysing countries with different institutional, socio-economic and cultural settings. The findings demonstrate that occupational gender segregation is still relatively marked among recent cohorts, though it is slightly decreasing over time in several countries. In terms of vertical inequalities, the case studies consistently revealed that while women enter more prestigious jobs than men in most countries, there is a female disadvantage in economic returns among recent labour market entrants. In addition, we found mixed evidence on the variations of gender equality at labour market entry across countries with different institutional characteristics
Primary and Secondary Effects of Gender on Educational Attainment: Toward a Better Understanding of the Academic Underachievement of Boys
No full textGender segregation in the labor market is closely related to gender-segregated educational choices. Male- and female-typed fields of study are typically associated with different educational requirements. Educational and occupational aspirations may therefore influence how boys and girls invest in education. The author investigates how gender-typed occupational aspirations and gender differences in educational expectations may help explain the gender gaps in academic performance and educational attainment in Norway. Educational attainment among 1,076 youth born in 1992 is examined using a longitudinal survey linked to register data. The findings show that educational expectations and male-typed occupational aspirations explain about one third of the gender gap in grade point average in 10th grade. Moreover, comparing boys and girls with similar grade point averages, expectations and aspirations account for 52 percent of the gender gap in college completion by 28 years of age. Notably, having male-typed occupational aspirations alone explain 37 percent to 43 percent of the gap, depending on whether educational expectations are accounted for
Gender Segregation in Vocational Education
No full textThe gender segregated nature of vocational education and training (VET) has received little attention in the stratification literature, despite the well-known consequences of VET for gender differences in labour market outcomes, such as job placement, income, occupational status and access to full-time employment. This book investigates the institutional contexts of, and individual level mechanisms for, gender segregation in VET from a comparative perspective, through a number of larger cross-national comparisons, as well as more in-depth studies of Canada, Norway, Germany, Australia and Bulgaria. The main motivation for assembling this volume was to gather international comparative research on patterns of gender segregation in vocational education around the world, and to increase our knowledge about this phenomenon in different national contexts. More specifically, we wanted to identify some of the institutional variation that seems to make a difference in terms of the extent to which vocational education is gender segregated. The 10 contributions of this book touch upon questions about occupational expectations, gendered pathways to applied fields of study, educational transitions, feminization of occupations and the relationship between educational choices and opportunity structures. After the introductory chapter, the remaining chapters are divided into three parts. The first contains four chapters based on cross country comparisons. The second contains within-country comparisons – one regional and one over time. The third includes three chapters that focus on theoretical contributions from a life course perspective, within single country settings. The gender segregated nature of vocational education and training (VET) has received little attention in the stratification literature, despite the well-known consequences of VET for gender differences in labour market outcomes, such as job placement, income, occupational status and access to full-time employment. This book investigates the institutional contexts of, and individual level mechanisms for, gender segregation in VET from a comparative perspective, through a number of larger cross-national comparisons, as well as more in-depth studies of Canada, Norway, Germany, Australia and Bulgaria. The main motivation for assembling this volume was to gather international comparative research on patterns of gender segregation in vocational education around the world, and to increase our knowledge about this phenomenon in different national contexts. More specifically, we wanted to identify some of the institutional variation that seems to make a difference in terms of the extent to which vocational education is gender segregated. The 10 contributions of this book touch upon questions about occupational expectations, gendered pathways to applied fields of study, educational transitions, feminization of occupations and the relationship between educational choices and opportunity structures. After the introductory chapter, the remaining chapters are divided into three parts. The first contains four chapters based on cross country comparisons. The second contains within-country comparisons – one regional and one over time. The third includes three chapters that focus on theoretical contributions from a life course perspective, within single country settings
From Abstract to Concrete: The Practical Relevance of Parents’ Economic and Cultural Capital for Persistence in Higher Education
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