Educational presorting and occupational segregation

Borghans, Lex; Groot, Loek

doi:10.1016/s0927-5371(99)00009-3

Cited by 42 publications

(54 citation statements)

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“…First, increases in educational levels may affect segregation via labor participation decisions. Second, the absence of information on educational subjects unfortunately prevents the study of the role of subject segregation, a potentially important source of segregation as shown by Borghans and Groot [9]. Nevertheless, as conjectured in the Introduction, the higher the educational level (the older the group), the smaller is gender segregation in most age groups (educational categories).…”

Section: Discussionmentioning

confidence: 99%

“…For example, if the population is first partitioned according to human capital, then the between-group segregation measure is I B (i) = i (T i /T )I i , where I i was defined in Equation (8). On the other hand, the term I ij in Equation (1) now measures the gender segregation in the group consisting of individuals with human capital i in occupation j ; I i in Equation (2) measures the segregation induced by the gender-specific distributions across occupations 9 within the group of individuals with human capital i; and the within-group measure of gender segregation in the partition by human capital, defined in Equation (10), must be also indexed: I Wj (i) . Therefore, the previous result on the decomposition of the overall segregation index will be written as follows:…”

Section: The Decomposition Of Overall Segregationmentioning

confidence: 99%

“…For instance, vocational programs provide training for occupations with strong gender labels and at an early age when pressures to conform to gender stereotypes are especially intense. Thus, using a two-digit classification that combines educational levels and educational subjects into 54 categories, Borghans and Groot [9] find that direct education segregation accounts for 80% of occupational segregation in The Netherlands. However, the segregation induced by 5 broadly defined educational levels is 5 times smaller.…”

Section: The Role Of Occupations and Human Capital Characteristics Inmentioning

confidence: 99%

“…This is because the decrease in agricultural occupations 1 and 2 is offset by the corresponding increase in white collar occupations (7,8,9) and the professions grouped in occupations 10 to 13, while male blue collar occupations maintain their relative importance at 25.8% of total employment. (iii) Thus, the decrease in integrated occupations is matched by an increase in female occupations.…”

Section: The Partition By Occupationsmentioning

confidence: 99%

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Mora

Ruiz‐Castillo

2003

The Journal of Economic Inequality

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Abstract. Building upon the ideas first exposed by Theil and Finizza (1971) and Fuchs (1975), this paper presents an additively decomposable segregation index based on the entropy concept used in information theory. For any pair of classification variables in a given year, the index is decomposed into a between-group and a within-group term. To analyze intertemporal changes in gender segregation for a given partition, the index is decomposed into two terms that capture, respectively, gender composition effects, and changes in the groups' demographic importance. These decompositions are illustrated with Spanish data on occupations and human capital levels for 1977 and 1992. It is found that, in both years, the higher the educational level, the smaller is gender segregation for most age groups. Moreover, gender segregation decreases with age in all educational categories. However, most gender segregation takes place within, rather than between, age/education categories. Lastly, changes in gender composition across occupations, nearly offset by occupational mix changes, account for a decline of 2% in total gender segregation over this period.

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Section: Discussionmentioning

confidence: 99%

Section: The Decomposition Of Overall Segregationmentioning

confidence: 99%

Section: The Role Of Occupations and Human Capital Characteristics Inmentioning

confidence: 99%

Section: The Partition By Occupationsmentioning

confidence: 99%

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Mora

Ruiz‐Castillo

2003

The Journal of Economic Inequality

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“…Also, a cross-country study of occupational segregation in Latin America and the Caribbean over three decades, 1970decades, -1990decades, , Gammage (1998 is much more severe among the less educated. In a seminal paper Borghans and Groot (1999) [henceforth BG] developed a decomposition of an occupational segregation index which allows one to explicitly investigate the link between educational and occupational sorting. More precisely, they decompose occupational segregation into its pre-and post-sorting components, where the former refers to the extent to which different educational distributions across gender cause different occupational distributions and the latter refers to sorting into occupations conditional on this, and how these are linked in the sense that the latter may or not may not reenforce segregation.…”

Section: Section I: Introductionmentioning

confidence: 99%

The role of educational choice in occupational gender segregation: Evidence from Trinidad and Tobago

Sookram

Strobl

2009

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. licence. www.econstor.eu IZA DP No. 3549 The Role of Educational Choice in Occupational Gender Segregation: Evidence from Trinidad and Tobago If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated Sandra Sookram Eric Strobl D I S C U S S I O N P A P E R S E R I E S Section I: IntroductionThe segregation of men and women into different occupations continues to be one of the most enduring aspects of labour markets in both developed and developing countries alike.Importantly such occupational segregation has substantial consequences for gender discrimination since 'female type' jobs are generally characterized by lower pay and worse working conditions. In this paper we explicitly examine the role of educational choices on occupational gender segregation in the context of such a supply-side policy using the case study of Trinidad and Tobago (T&T). More specifically, while the T&T Constitution forbids discrimination based on gender, but without defining it 3 , there had been no explicit legislation prohibiting discrimination in employment prior to 2000. Furthermore, from a more general perspective one should note that Trinidad and Tobago is a signatory of the 2000 Dakar Framework for Action and thus has committed itself to attaining certain goals, two of which in particular are the need for equitable access to education for females and the elimination of gender disparities in primary and secondary education. Given that other studies have shown that gender discrimination in the labour market in T&T is considerable 6 , the education policy changes implemented provide a good case study with which to assess whether such policies coincide with changes in occupational segregation.women for work of equal value, but did not introduce any national legislation to ensure the implementation of the guidelines of these. 5 While the Trinidad and Tobago Constitution did forbid discrimination based on gender, it contained no explicit definition. 6 For example, the study on wage discrimination by Olsen and Coppin (2001) showed that in 1993 the ...

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Students’ Perceived Barriers to In‐Class Participation in a Distributed and Gender Segregated Educational Environment

Mirza

2008

E J Info Sys Dev Countries

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Education in Saudi Arabia has always been segregated based on gender as a result of the close governmental and societal adherence to Islamic traditions. This segregation causes a problem at the level of higher education due to the shortage of female faculty throughout the country. This problem has lead to the adaptation of several techniques by which higher-level education is delivered to female students by male faculty. This paper presents a modern approach for course delivery adopted by a new Saudi University that combines old techniques with modern telecommunications technologies. This approach makes use of smart classrooms in delivering courses by male instructors to both male and female students in separate but adjacent lecture halls. One of the main goals for conducting this study was the author's perceived low-level in-class participation by female students in one of the courses of the Masters of Health Informatics program offered by the new University. This paper aims to present the perceptions of students regarding this modern approach of education. It also seeks to determine whether the presence (listening-in) of students of the opposite gender plays a major role in limiting students' level of in-class participation. Findings of this study show that students in general are favorable of the modern course delivery approach, and that the greater barrier to participation had more to do with the technology rather than the presence of members of the opposite gender.

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Educational presorting and occupational segregation

Cited by 42 publications

References 9 publications

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The role of educational choice in occupational gender segregation: Evidence from Trinidad and Tobago

Students’ Perceived Barriers to In‐Class Participation in a Distributed and Gender Segregated Educational Environment

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