The Need for Social Approval and the Choice of Gender-Typed Occupations

Eberhard, Verena; Matthes, Stephanie; Ulrich, Joachim

doi:10.1108/s0195-631020150000031008

Cited by 11 publications

(9 citation statements)

References 28 publications

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“…The poorer chances for female lower secondary school leavers to progress to company-based vocational education and training are probably connected with the high degree of significance of manufacturing and technical occupations in the dual system, which, for many young females, is not compatible with a feminine self-image. The major influence of gender on the selection of an occupation is also confirmed by an investigation conducted by Eberhard et al (2015), which finds that the effect is particularly marked for young people with a lower secondary school-leaving certificate.…”

Section: State Of the Researchmentioning

confidence: 74%

Transitions into vocational education and training by lower and intermediate secondary school leavers. Can male adolescents compensate for their school-based educational disadvantage in comparison with female adolescents?

Beicht

Walden

2016

Empirical Res Voc Ed Train

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Background: This paper examines the transitions made by lower secondary school leavers and intermediate secondary school leavers into vocational education and training in Germany. With the basis that boys have long been underperforming girls in school, the paper investigates the question of whether male adolescents continue to be similarly disadvantaged when transitioning into vocational education and training. A distinction must be drawn between the more male-orientated dual system of vocational education and training, which represents the most significant sector in terms of size, and the more female-orientated school-based occupational system, which is much less significant in terms of size. Methods: The Transition Study 2011 by the Federal Institute for Vocational Education and Training (BIBB), a representative survey of young adults living in Germany who were born between 1987 and 1993, forms the data basis. Through 5333 interviews, the survey recorded the entire education, training and occupational biography of young adults. We calculate multinomial logistic regression models and perform Cox regressions. Results: The analyses reveal that male adolescents have better opportunities when entering company-based or dual education and training, while female adolescents enjoy advantages when entering school-based vocational education and training. When considering the wider picture-i.e., overall placement into vocational training that leads to full vocational qualification-male adolescents are not identified as more disadvantaged than female adolescents in terms of opportunities. However, while there is little difference in the placement opportunities between male and female adolescents with an intermediate school-leaving qualification, female adolescents with a maximum of a lower secondary school-leaving certificate face significantly worse prospects than comparable male adolescents. Conclusions: Female adolescents leaving school with no more than a lower secondary school-leaving certificate can be regarded as the "losers" when transitioning into

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Section: State Of the Researchmentioning

confidence: 74%

Transitions into vocational education and training by lower and intermediate secondary school leavers. Can male adolescents compensate for their school-based educational disadvantage in comparison with female adolescents?

Beicht

Walden

2016

Empirical Res Voc Ed Train

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“…In tracked school systems, such as Germany's, students from lower achievement school tracks tend to choose more gendertyped (vocational) programmes than their peers from higher achievement school tracks, even after controlling for the students' social background. This might be due to the fact that students from lower school tracks are not only inhibited in accessing the academic path to higher education, but they also have limited chances of starting vocational programmes in more prestigious occupations and may therefore compensate their missing occupational (and social) status by choosing a gender-typed occupation in order to achieve social approval (Eberhard et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…For boys, for instance, enrolment in male-typed VET programmes could be a resource for the construction of masculine identities (Connell, 2005;Connell, 2008;Jørgensen, 2015). In this volume, Eberhard, Matthes and Ulrich (2015) argue that young people may use their vocational choice to shape the impression they make and increase the likelihood of receiving positive reactions from their social surroundings, thereby creating a positive self-concept. From another perspective, socialisation theory assumes that girls and boys internalise gender-typical values, preferences and social norms early on, which leads to gendertyped vocational choices (Hodkinson & Sparkes, 1997;Busch-Heizmann, 2015).…”

Section: Educational Offer and Gendered Choice Of Programmesmentioning

confidence: 99%

Educational Systems and Gender Segregation in Education: A Three-Country Comparison of Germany, Norway and Canada

Imdorf¹,

Hegna²,

Eberhard³

et al. 2015

Gender Segregation in Vocational Education

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How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gendersegregated than are academic (e.g., university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers mediate the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

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“…B. Eberhard et al 2015;Granato et al 2016;Hartung 2017;Steinritz et al 2016;Wicht und Ludwig-Mayerhofer 2014). Vor dem Hintergrund geschlechtlich segregierter Arbeitsmärkte kommt darüber hinaus der Geschlechtstypik von Berufen eine besondere Bedeutung zu (z.…”

Section: Berufliche Aspirationen Und Institutionelle Opportunitätsstrunclassified

Berufliche Aspirationen im Kontext regionaler Berufsstrukturen

2020

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Zusammenfassung Jugendliche entwickeln ihre beruflichen Pläne und Erwartungen in Interaktion mit signifikanten Anderen in den sozialen Kontexten, in denen sie sich bewegen. Innerhalb gleicher institutioneller Gelegenheitsstrukturen sind regionale Arbeitsmärkte wichtige sozialräumliche Kontexte, die über das unmittelbare Umfeld der Familie, der Schule oder der Nachbarschaft hinaus die Entwicklung von beruflichen Aspirationen bedingen. In unserem Beitrag untersuchen wir die Relevanz der regionalen Berufsstruktur, d. h. der Präsenz von unterschiedlichen Berufen auf dem regionalen Arbeitsmarkt, für die Berufswahl von nichtstudienberechtigten Jugendlichen in Deutschland. Unsere Ergebnisse basieren auf Daten der Startkohorte 4 des Nationalen Bildungspanels, die wir um beruflich-regionale Indikatoren auf Grundlage administrativer Statistiken der Bundesagentur für Arbeit ergänzen. Anhand von konditionalen logistischen Regressionsmodellen zeigen wir, dass sich die Jugendlichen in ihren beruflichen Aspirationen am Ende der Schulzeit an den Berufen der Erwerbstätigen in ihrer Region orientieren: Je höher der Anteil eines Berufs an der regionalen Berufsstruktur ist, desto wahrscheinlicher ist es, dass Jugendliche diesen Beruf aspirieren. Dieser Zusammenhang wird nicht über das berufliche Prestige oder die Geschlechterkomposition des Berufs moderiert. Unser Beitrag macht somit deutlich, dass die Wahl eines Berufs – und damit auch die mit dieser Wahl einhergehenden ungleichen längerfristigen Erwerbs- und Lebensbedingungen – zu einem gewissen Grad „per Lotterie“ über den Wohnort im Jugendalter bestimmt werden.

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The Need for Social Approval and the Choice of Gender-Typed Occupations

Cited by 11 publications

References 28 publications

Transitions into vocational education and training by lower and intermediate secondary school leavers. Can male adolescents compensate for their school-based educational disadvantage in comparison with female adolescents?

Transitions into vocational education and training by lower and intermediate secondary school leavers. Can male adolescents compensate for their school-based educational disadvantage in comparison with female adolescents?

Educational Systems and Gender Segregation in Education: A Three-Country Comparison of Germany, Norway and Canada

Berufliche Aspirationen im Kontext regionaler Berufsstrukturen

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