324 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
The reception of W. Somerset Maugham's works
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Este trabalho objetiva estudar a posição do romancista inglês W. Somerset Maugham na literatura contemporânea de seu país. Se por um lado Maugham nunca foi definitivamente rotulado como um simples escritor de best-sellers, por outro lado nunca lhe foi atribuído o status de grande escritor. Ele se mantém numa espécie de posição ambígua na literatura inglesa. Reforçando essa situação há ainda o fato de que alguns de seus romances, embora tenham sido tão populares, na época de seu lançamento, quanto os modernos best-sellers têm experimentado uma duração que não é usual nesse tipo de literatura. Ao analisar a recepção crítica de seis de seus romances, um de cada fase de sua carreira literária, baseado em alguns princípios da estética da recepção de Hans Robert Jauss, nós identificamos os elementos que foram especialmente relevantes na definição do status literário de Maugham. Além disso, conforme ainda é previsto na teoria de Jauss, nós também apontamos algumas mudanças de interesse nos estudos literários que indicam um ressurgimento e possivelmente uma reavaliação da obra de Maugham no futuro
Liza Donnelly
No full textLiza Donnelly is a writer and award-winning cartoonist and the author/editor of 18 books. Her latest book, Women On Men, was a finalist for the Thurber Prize for American Humor. She is the creator of a new digital visual reporting/editorial cartooning called live-drawing. She was the first cartoonist to be granted access on location to live draw the Academy Awards; she has also live drawn the Grammys, Tonys, the 2016 Democratic Convention and more
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
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