Fertility, relative wages, and labor market decisions: A case of female teachers

A Look at Returning Teachers

“…There is ample evidence in the education literature that both prospective and practicing teachers make decisions that are consistent with this theory when considering whether to teacher (see, e.g., Dolton, 1990;Dolton & Makepeace, 1993;Hanushek & Pace, 1995;Manski, 1987;Podgursky, Monroe, & Watson, 2004;Shin & Moon, 2006;Stinebrickner, 2001) and where or whether to continue teaching (see, e.g., Borman & Dowling, 2008;Boyd, Lankford, Loeb, & Wyckoff, 2002;Guarino et al, 2006;Hanushek, Kain, & Rivkin, 2004;Imazeki, 2005;Murnane & Olsen, 1989, 1990Scafidi, Sjoquist, & Stinebrickner, 2007;Stinebrickner, 1998Stinebrickner, , 2002. Teachers' personal and background characteristics, including gender, race/ethnicity, age, experience, education level, certification status, subject specialty, and academic ability, have been found to affect individuals' decisions both to enter teaching and to remain in particular schools or in the profession (see Borman & Dowling, 2008;Guarino et al, 2006 for reviews).…”

“…In addition, the categories may help to capture some of the impact of family context, which has been shown to have an impact on labor market decisions, particularly for females, but about which I have no information (Dolton & Makepeace, 1993;Shin & Moon, 2006;Stinebrickner, 2001Stinebrickner, , 2002.…”

“…Teachers' personal and background characteristics, including gender, race/ethnicity, age, experience, education level, certification status, subject specialty, and academic ability, have been found to affect individuals' decisions both to enter teaching and to remain in particular schools or in the profession (see Borman & Dowling, 2008;Guarino et al, 2006 for reviews). Studies also have demonstrated that pecuniary benefits, as measured by teacher salaries, play a role in attracting individuals to the profession (Dolton, 1990;Dolton & Makepeace, 1993;Shin & Moon, 2006), as well as in determining where teachers teach and how long they remain in the profession (Grissmer & Kirby, 1992;Hanushek et al, 2004;Imazeki, 2005;Kirby, Berends, & Naftel, 1999;Lankford et al, 2002;Murnane & Olsen, 1989, 1990Podgursky et al, 2004;Stinebrickner, 1998). Non-pecuniary factors, particularly working conditions, also have been found to contribute significantly to teachers' decisions.…”

“…The differences by gender and age that have been found are likely associated to some degree with family context variables, which are not available in the administrative datasets typically used. Studies with access to such information have found significant negative effects of marriage and the presence of small children on the labor force participation of females, including teachers (Dolton & Makepeace, 1993;Shin & Moon, 2006;Stinebrickner, 2001Stinebrickner, , 2002.…”

Financial Position of Czech Employees at the Beginning of the 3rd Millennium according to Educational Attainment

“…Due to the existing overeducation, however, some employees who have acquired certain qualifi cations often enter low-skilled jobs because of the lack of those in their respective fi eld of expertise, this being the case of smaller towns in particular; see Borghans (2000). A number of authors deal with the issue of educational attainment and/or its relationship to the income of employees; see, for example Botelho (2004), Chevalier (2011), Christie (2001), Shin (2006) or Higgins (2013). Since education can be perceived as an investment in an individual's high prospective income, the potential wage becomes one of the key factors in choosing among particular schools offering different types of education.…”