The Incorporation of Women into Higher Education: Paradoxical Outcomes?

Bradley, Karen

doi:10.2307/2673196

Cited by 210 publications

(160 citation statements)

References 26 publications

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“…weil sie für Berufe qualifizieren, die vor allem von Frauen ausgeübt werden. Für die berufliche Ausbildung wurde bereits gezeigt, dass weiblich dominierte Ausbildungsgänge schlechtere Karriereperspektiven bieten und geringer entlohnt werden (Solga/Konietzka 2000, Trappe 2006 (Bradley 2000, Buchholz/Grunow 2006, Charles/Bradley 2002, Grunow 2006, Jacobs 1995. Frauen studieren länderübergreifend eher Fächer der Geistes-, Sozial-und Erziehungswissenschaften, während Männer in den Natur-und Ingenieurswissenschaften überrepräsentiert sind (Charles/Bradley 2002, Machin/Puhani 2004, Smyth 2005.…”

Section: Introductionunclassified

Lohnungleichheiten zwischen Akademikerinnen und Akademikern: Der Einfluss von fachlicher Spezialisierung, frauendominierten Fächern und beruflicher Segregation / Wage Inequality between Male and Female University Graduates: The Influence of Occupational Specialization, Female-Dominated Subjects and Occupational Segregation

Leuze

Strauß

2009

Zeitschrift Für Soziologie

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Zusammenfassung: Auf der Suche nach einer Erklärung für die bestehenden Lohnungleichheiten zwischen Männern und Frauen mit Hochschulabschluss untersucht der Artikel drei verschiedene Erklärungsansätze: Erstens die humankapitaltheoretische Erklärung, dass Frauen durch die Wahl von weniger berufsspezifischen Studienfächern finanzielle Nachteile auf dem Arbeitsmarkt erfahren; zweitens die These der Abwertung von frauendominierten Studienfächern, wie sie von feministisch-kulturellen Theorien beschrieben wird, und drittens die Bedeutung von Berufssegregation für Lohnungleichheiten, die durch die kulturelle Abwertung von Frauenberufen, aber auch durch institutionelle Rahmenbedingungen wie das deutsche System der tariflichen Lohnverhandlungen geprägt ist. Auf der Grundlage des HIS-Absolventenpanels 1997 werden die logarithmierten Brutto-Monatslçhne von vollzeiterwerbstätigen Männern und Frauen fünf Jahre nach Abschluss ihres Studiums modelliert. Die Ergebnisse unterstützen vor allem die These einer Diskriminierung von frauendominierten Studienfächern und Berufen, durch die jeweils 19 bzw. 13 Prozent der Lohnungleichheiten zwischen Akademikerinnen und Akademikern erklärt werden. Die Wahl von berufsunspezifischen Studienfächern scheint hingegen keinen Einfluss auf die Lohnentwicklung zu haben.Summary: This article looks into explanations for the wage inequalities between male and female higher education graduates by examining three different explanations: first, the human capital explanation, which claims that women's financial disadvantages on the labor market are due to their choice of less occupation-specific fields of study; second, the hypothesis of the devaluation of female-dominated subjects, as claimed in feminist cultural theories; and finally, the importance of occupational sex segregation for the gender wage gap as a function of the cultural devaluation of female-dominated occupations as well as national labor market institutions, such as the German system of collective bargaining. On basis of the HIS Absolventenpanel 1997 we estimate the gross monthly income of full-time employed men and women five years after graduation. Above all, the results support the assumption of a discrimination of female-dominated fields of studies and occupations, which explain 19 and 13 percent respectively of the gender wage gap among higher education graduates. The choice of a field of study with low occupational specificity, however, does not seem to have any influence on the income of either men or women.

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Section: Introductionunclassified

Lohnungleichheiten zwischen Akademikerinnen und Akademikern: Der Einfluss von fachlicher Spezialisierung, frauendominierten Fächern und beruflicher Segregation / Wage Inequality between Male and Female University Graduates: The Influence of Occupational Specialization, Female-Dominated Subjects and Occupational Segregation

Leuze

Strauß

2009

Zeitschrift Für Soziologie

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“…In fact, the gender division in the types of education has remained remarkably persistent (Bradley 2000). Even in Sweden, which has made special efforts to reduce such gender gaps, women and men have largely continued to choose different fields of education.…”

Section: The Gendered Structure Of the Educational Systemmentioning

confidence: 99%

Education and childlessness

Hoem¹,

Neyer²,

Andersson³

2006

DemRes

121

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In this paper we extend the concept of educational attainment to cover the field of education taken in addition to the conventional level of education attained. Our empirical investigation uses register records containing childbearing and educational histories of an entire cohort of women born in Sweden (about a quarter-million individuals). This allows us to operate with a high number of educational field-and-level combinations (some sixty in all). It turns out that the field of education serves as an indicator of a woman's potential reproductive behavior better than the mere level attained. We discover that in each field permanent childlessness increases some with the educational level, but that the field itself is the more important. In general, we find that women educated for jobs in teaching and health care are in a class of their own, with much lower permanent childlessness at each educational level than in any other major grouping. Women educated in arts and humanities or for religious occupations have unusually high fractions permanently childless.Our results cast doubt on the assumption that higher education per se must result in higher childlessness. In our opinion, several factors intrinsic and extrinsic to an educational system (such as its flexibility, its gender structure, and the manner in which education is hooked up to the labor market) may influence the relationship between education and childlessness, and we would not expect a simple, unidirectional relationship.

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“…The findings also revealed that there is a deeply held social perception that tourism is a career for women as it is an "easier option". This latter finding points to what is known as occupational sex segregation which it is argued has "declined surprisingly little" (Bradley, 2000) over the last few decades. Occupational sex segregation is a result of sex segregation in choices between men and women when it comes to university degree options with women more likely to graduate with degrees from the social sciences, humanities, arts, education and law and men more likely to graduate with degrees from natural sciences, mathematics and engineering.…”

Section: About the Papersmentioning

confidence: 82%

Interrogating gender and the tourism academy through epistemological lens

et al. 2017

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The Incorporation of Women into Higher Education: Paradoxical Outcomes?

Cited by 210 publications

References 26 publications

Education and childlessness

Interrogating gender and the tourism academy through epistemological lens

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