The gender income gap and the role of family formation revisited

Ochsenfeld, Fabian

doi:10.1007/s12651-017-0225-5

Cited by 3 publications

(3 citation statements)

References 25 publications

(3 reference statements)

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“…2 While gender inequalities are constantly of interest (see, e.g. Bobbitt-Zeher 2007Combet and Oesch 2019;Ochsenfeld 2017;King et al 2023;Schmitt and Auspurg 2022;Smith-Doerr et al 2019), LGBTQIA+ issues have gained prominence in the public sphere (Keuroghlian 2021). Piketty's seminal work (2014) sparked immense interest in wealth inequalities (Killewald, Pfeffer, and Schachner 2017;Lersch and Baxter 2021).…”

Section: Introductionmentioning

confidence: 99%

Explaining Social Disparities by Emulating Interventions at Different Life Course Stages

Kratz

2024

Preprint

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This study argues that sociological research on the mechanisms that cause social disparities could profit from clarifying theoretical propositions, strengthening the link between theory and analytical approach, and extending the methodological toolbox. I develop arguments through a review of research on mechanisms explaining health disparities with respect to social origin. To increase the clarity of theoretical propositions, I develop the intersectional life course model of inequality formation, which posits that the amount of a social disparity depends on risk chains between intervening mediating mechanisms and the type of intervention emulated to reduce the disparity. To strengthen the link between theory and analytical approach, the intersectional life course model explicates the unit-specific quantities that refer to its propositions. To test these, I analyze data from the Survey of Health, Ageing, and Retirement in Europe (SHARE) and employ two novel methods of causal mediation analysis. To demonstrate that these methods yield empirical quantities that speak to the propositions derived from the intersectional life course model, while conventional mediation approaches do not return such coefficients, I contrast the results of these novel methods with results returned by the conventional mediation approaches that have been used in previous research.

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Section: Introductionmentioning

confidence: 99%

Explaining Social Disparities by Emulating Interventions at Different Life Course Stages

Kratz

2024

Preprint

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“…Gender inequality in the workplace is equated with inequalities between men and women on a number of levels: women are employed in "female" positions as opposed to men who are hired in "masculine" ones, income levels, the number of women holding crucial positions, and more [2]. Gender stereotypes exist as well, and are defined as "common, rigid, and generalised patterns of thought that ascribe to men and women characteristics, personal qualities, and behaviours that are attributed to their biological gender and that do not take into account any individual reality" [3], [4]. Stereotypes cause individuals to attribute to men the qualities and functions associated with the male stereotype and to women the attributes associated with the feminine stereotype [5], [6].…”

Section: Introductionmentioning

confidence: 99%

Impact of Gender of Lecturers’ on Learning among the College of Arts and Commerce Students’ at Andhra University

Amidu¹

2022

J. Engg. Res. & Sci.

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The purpose of this study was to determine Impact of Gender of Lecturers' on Learning among the College of Arts and Commerce Students' at Andhra University. Systematic data collection and analysis efforts resulted in the following findings: A question was presented to find out which lecturer gender produces difficult examination questions. According to the findings, 74 (51.4%) of respondents stated it was mostly male lecturers, 56 (38.9%) said it was a balance of male and female lecturers, and 15 (10.4%) said it was female lecturers. Again, Students were asked a question to determine which lecturer gender teaching styles they liked. According to the findings, 47 (32.6 %) of respondents chose male lecturers, 34 (23.6 %) preferred female lecturers, and the majority of respondents 63 (43.8 %) preferred both male and female lecturers. Furthermore, Students were asked a question to determine which lecturer gender they preferred. According to the findings, 54(37.5%) of respondents chose male lecturers, 27(18.8%) preferred female lecturers, and the majority of respondents 64 (44.4 %) preferred both male and female lecturers. Finally, Students were asked a question to determine which lecturer gender they feel most comfortable approaching. According to the findings, 40(27.8%) of respondents chose female lecturers, 49(34%) preferred male lecturers, and the majority of respondents 55 (38.2%) preferred both male and female lecturers. Suggestions were made to establish an effective and conducive teaching atmosphere between lecturers and students at

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“… 1. While this study focuses on demand side explanations, there are other reasons why gender gaps in the same field of study exist that include supply side mechanisms such as non-cognitive traits (Fortin, 2008) and self-selection due to family formation (Miller, 2011; Ochsenfeld, 2017). …”

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confidence: 99%

Variations of Gender Gaps in the Labour Market Outcomes of Graduates across Fields of Study: A (Combined) Test of Two Theories

Galos

Kulić

2022

Sociology

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Unequal gender outcomes in occupational success unravel through different channels in higher education. Using the AlmaLaurea dataset comprised of 80% of Italian graduates and 98 fields of study, this article investigates whether men and women receive similar returns on employment and earnings when choosing the same field of study. Two complementary perspectives are applied – Kanter’s theory of relative numbers and the status theory of gender – to examine the quantitative and qualitative differences between fields. The results show that the most gender ‘balanced’ fields of study are the most gender unequal in terms of earnings and employment. Separate analyses demonstrate that the status of a field interacts with its gender composition, and gender gaps in female-intensive nurturing fields shrink faster with an increasing proportion of women, albeit at higher absolute levels compared with non-nurturing fields. Therefore, nurturing fields of study should not necessarily be considered as levelling gender inequality in the labour market.

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The gender income gap and the role of family formation revisited

Cited by 3 publications

References 25 publications

Explaining Social Disparities by Emulating Interventions at Different Life Course Stages

Explaining Social Disparities by Emulating Interventions at Different Life Course Stages

Impact of Gender of Lecturers’ on Learning among the College of Arts and Commerce Students’ at Andhra University

Variations of Gender Gaps in the Labour Market Outcomes of Graduates across Fields of Study: A (Combined) Test of Two Theories

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