Educational choice and persistence in male- and female-dominated fields

Mastekaasa, Arne; Smeby, Jens‐Christian

doi:10.1007/s10734-006-9042-4

Cited by 94 publications

(82 citation statements)

References 36 publications

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“…Contrary to what the predominant literature have suggested (see e.g. Mastekaasa and Smeby 2008), we find that, with respect to the faculty we are considering, male students drop-out less likely than women. Also other individual characteristics may play a significant role.…”

Section: Resultscontrasting

confidence: 99%

University drop-out: an Italian experience

2009

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University students' drop-out is a crucial issue for the universities' efficiency evaluation and funding. In this paper, we analyze the drop-out rate of the Economics and Business faculty of Sapienza University of Rome. We use administrative data on 9,725 undergraduates students enrolled in three-years bachelor programs from 2001 to 2007 and perform a Generalized Linear Mixed Model. Our aim is to improve the general understanding of the students' withdrawing focusing on personal characteristics of students rather than on institutional aspects of the university. The empirical analysis unveils the statistically significant effect of students' characteristics, like citizenship and income, while the main findings relate a high drop-out probability to a high secondary school final mark and a low individual students' performance

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Section: Resultscontrasting

confidence: 99%

University drop-out: an Italian experience

2009

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“…Furthermore, there has been an increase in the number of females pursuing higher education in Norway. Females now make up more than half of all students in higher education (Mastekaasa and Smeby 2008). The same trends are found elsewhere: The proportion of female medical undergraduates of University College Dublin has increased over the years, and overall females were found to achieve better grades than their male counterparts (McDonough et al 2000).…”

Section: Possible Explanations For Changes In Central Tendencysupporting

confidence: 56%

Gender and the 2003 Quality Reform in higher education in Norway

2009

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The Bologna Process in Europe aims to develop a coherent and compatible European higher educational system. In Norway, the Quality Reform in 2003 was the first step on implementing the Bologna Process. Internal quality assurance systems have produced several publications on internal indicators, such as student progress and teaching staff work loads, of the Quality Reform. To our knowledge, possible gender differences of these changes have yet to be evaluated. We therefore analyzed data on grades from the University of Oslo before and after the Quality Reform with regard to gender differences. Data on examinations from 1990 to spring 2007 (495,334 examinations) were analyzed using relative percentage graphs. The results show that female students have benefited more than males from the change of system: for several disciplines, male average grades were better than female average grades before the change, and female average grade were better than male average grades after the change. Male students show greater intrasex variability both before and after the introduction of the Quality Reform.

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“…Student's gender has been suggested by several authors to be related to academic outcomes (see, for example, Mastekaasa and Smeby 2008), but previous studies report conflicting results. Male students are found to be more at risk of withdrawal than females (Barefoot 2004;Charlton, Barrow, and Atkinson 2006), whereas female students are more likely to graduate than males (DesJardins, Ahlburg, and McCall 2002;Lassibille 2011;Arias Ortiz and Dehon 2011).…”

Section: Covariatesmentioning

confidence: 99%

The determinants of academic outcomes in a competing risks approach: evidence from Italy

Clerici

Giraldo

Meggiolaro

2014

Studies in Higher Education

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Abstract:The literature has suggested that students' progress at university is influenced by their personal characteristics; this paper examines whether these factors act differently according to the study fields of degree courses in which students are enrolled. In particular, the factors influencing the various outcomes of the university programme (withdrawals, course changes, delays, completion of degrees) in three-year degree courses in a large Italian university are analysed from the perspective of study fields. We examined the records of over 32,000 students enrolling from academic years 2002/03 to 2005/06 in 84 first-cycle degree courses, grouped in four different fields of study. Analyses were conducted by considering the time dimension within the methodological approach of survival analysis, by means of individual longitudinal data from university administrative archives. A discrete-time method for competing risks event history analysis was applied to study the determinants of university outcomes in the various fields of study.

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Educational choice and persistence in male- and female-dominated fields

Cited by 94 publications

References 36 publications

University drop-out: an Italian experience

University drop-out: an Italian experience

Gender and the 2003 Quality Reform in higher education in Norway

The determinants of academic outcomes in a competing risks approach: evidence from Italy

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