Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Hek, Margriet van; Kraaykamp, Gerbert; Wolbers, M.H.J.

doi:10.1080/13803611.2016.1256222

Cited by 65 publications

(41 citation statements)

References 46 publications

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“…A second argument to expect lower female training based on the human capital approach is employers more often offer training to higher educated employees based on the belief that they are more efficient learners (Arulampalam et al 2004; Bassanini et al 2007; Carmichael and Ercolani 2014; Dieckhoff and Steiber 2011; Fouarge and Schils 2009). In nearly all European countries, men are higher educated than women in the current 50+ cohort, which could lead to lower female training (Van Hek et al 2016).…”

Section: Explaining Older Workers’ Training Participationmentioning

confidence: 99%

Teaching older workers new tricks: workplace practices and gender training differences in nine European countries

Lössbroek

Radl

2018

Ageing and Society

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Despite its benefits for prolonging careers, participation in training is far lower among older employees (age 50+) than among younger employees. This study analyses gender differences in older employees’ training participation. To investigate the predictors of training intensity, we examine two forms of training: formal educational programmes and on-the-job training. The study draws on a novel data-set, the European Sustainable Workforce Survey, carried out in nine European countries in 2015 and 2016, analysing 2,517 older employees and their managers, spread over 228 organisations. We concentrate on the interplay between employees’ gender, managers’ gender and managers’ ageism in shaping older employees’ training participation. Our findings indicate comparable training participation of older men and women in both forms of training, yet older women more often pay for enrolment in educational programmes themselves. Also, predictors of training participation are different. In line with the tenet of ‘gendered ageism’, we find that managerial ageism primarily targets older women, excluding female employees from the training opportunities available to their comparable male colleagues. Finally, female managers are associated with higher training participation rates for older employees, but only for older men. This result supports ‘queen bee’ arguments and runs counter to ‘homophily’ arguments. Overall, the study demonstrates that workplace dynamics and managerial decisions contribute to the reproduction of traditional gender divides in the late career.

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Section: Explaining Older Workers’ Training Participationmentioning

confidence: 99%

Teaching older workers new tricks: workplace practices and gender training differences in nine European countries

Lössbroek

Radl

2018

Ageing and Society

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“…Extensive research has since examined whether schools are equally effective for students from diverse familial backgrounds (Creemers & Kyriakides, 2008;Crul & Schneider, 2009;Dee, 2005;Hallinan, 1988). As schools do not seem to affect all students equally, an examination of whether and how schools affect girls' and boys' educational performance differently seems worthwhile, particularly considering the current female advantage in education (Eurostat, 2013;Stoet & Geary, 2013;Van Hek, Kraaykamp, & Wolbers, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…An important focus in educational research nowadays is on why girls outperform boys on almost all indicators of educational achievement (DiPrete & Buchmann, 2013;Van Hek, Kraaykamp, & Wolbers, 2015, 2016Van Houtte, 2004b). Yet, few studies on male-female differences in education have investigated the role of schools herein (Buchmann, DiPrete, & McDaniel, 2008).…”

Section: Introductionmentioning

confidence: 99%

Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices

Hek

Kraaykamp

Pelzer

2017

School Effectiveness and School Improvement

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Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools' application of well-rounded assessment methods, influenced girls' and boys' reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls' and decreased boys' reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school's advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate.

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“…Female adolescents outperform male adolescents in education throughout the Western world (Heckman and Lafontaine 2010;Van Hek et al 2016;Voyer and Voyer 2014). However, the gender gap in academic achievement cannot be explained by cognitive differences between male and female adolescents Wang et al 2013).…”

mentioning

confidence: 99%

When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

2020

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School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents' construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provided by a three-wave panel study encompassing more than 4200 Flemish early adolescents (ages 12-14). Three-level growth curve models showed that male adolescents misbehaved more in school than female adolescents did. Male adolescents also demonstrated a steeper increase in school misconduct than female adolescents. Furthermore, greater felt gender conformity pressure predicted an increase in school misconduct in male adolescents but not in female adolescents. We conclude that school misconduct forms part of an enactment of masculine gender identity with detrimental consequences for male adolescents' educational achievement.

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Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Cited by 65 publications

References 46 publications

Teaching older workers new tricks: workplace practices and gender training differences in nine European countries

Teaching older workers new tricks: workplace practices and gender training differences in nine European countries

Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices

When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

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