Unpacking the “Female Advantage” in the Career and Economic Impacts of College

Williams, Tiffani M.; Wolniak, Gregory C.

doi:10.1002/9781119257639.ch1

Cited by 8 publications

(5 citation statements)

References 80 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Women account for 53% of students placed in university degrees, 55% in master's, and 44% in doctorates worldwide (UNESCO, 2021). This phenomenon is known as the female advantage (Buchmann and DiPrete, 2006) and is considered one of the most significant international social changes in recent history (Williams and Wolniak, 2021).…”

Section: The Gender Gap In International Academiamentioning

confidence: 99%

Women in Latin American Academia

Guizardi,

Gonzálvez,

Stefoni

2024

Estud. Ibero-Am. (Online)

View full text Add to dashboard Cite

This article discusses the gender inequality female researchers and university professors face in the social sciences in four Latin American countries: Chile, Mexico, Brazil, and Argentina. The objective is to understand the forms of discrimination these women face in their work environment and analyze how these forms operate and impact their labor marginalization. It also seeks to characterize the difficulties faced by female academics in reconciling their reproductive and care responsibilities with professional practice. The second section sets out the theoretical framework and defines the concept of gender inequality. The third analyzes the gender gap in international academia, contrasting the most recent data from the Global North and South on the obstacles faced by women in professional academic settings. The fourth reviews case studies in Chile, Mexico, Brazil, and Argentina and offers a characterization of this problem in these countries. The final section presents four analytical-interpretative conclusions.

show abstract

Section: The Gender Gap In International Academiamentioning

confidence: 99%

Women in Latin American Academia

Guizardi,

Gonzálvez,

Stefoni

2024

Estud. Ibero-Am. (Online)

View full text Add to dashboard Cite

show abstract

“…As Eugenia Siapera (2019: 33) suggests, in an era in which women, racialised and LGBTQ+ people have greater access to universities, education and the media than ever before, online misogyny constitutes a new struggle over the division of labour in the emerging ‘techno-capitalist’ system, intended to exclude certain groups from ‘having any say in the direction of this future and from sharing it equitably’. Women’s access to higher education has been described as ‘one of the central social changes in recent history’, albeit one that has not been accompanied by major shifts in political and socio-economic gender relations (Williams and Wolniak, 2021: 7). Analysing online abuse as post-truth communication, then, calls attention to the re-imposition of a highly exclusionary public sphere that is perceived to be under threat, and a denial of minoritised groups’ equal stake in the production of knowledge through the violent bordering of dominant notions of expertise.…”

Section: Post-truth Online Abuse and Bordering Over Expertisementioning

confidence: 99%

Post-truth politics as discursive violence: Online abuse, the public sphere and the figure of ‘the expert’

Galpin,

Vernon

2023

The British Journal of Politics and International Relations

View full text Add to dashboard Cite

‘Post-truth politics’ indicates a contemporary state of public distrust around the legitimacy of knowledge, shaped by the hybrid media landscape. In the present moment, women, LGBTQ+ and racialised individuals also receive unprecedented levels of online abuse. Scholars have attributed responsibility for disinformation to social media and linked post-truth discourse to angry accusations of lying and dishonesty. Yet, online abuse of experts/academics has not been conceptually or empirically connected to post-truth. We analyse Facebook comments on right-wing news articles that question the expertise of academics during Brexit. Using queer theory, we argue that online abuse of experts staged by newspapers is a form of post-truth communication involving a process of bordering through which gendered, sexualised or racialised bodies are considered incompatible with academic expertise. This process legitimises extraordinary abuse including threats of sexual violence. Only by asking intentional questions about gender, sexuality and race can we fully understand the post-truth condition.

show abstract

“…Given that women's educational successes have not translated into socioeconomic achievement, the "female advantage" may be a myth in this regard (Niemi, 2017). This is partly because broader economic, social, and political responses have stifled gains among a population of women who are becoming more and more educated (Williams & Wolniak, 2021). Gender segregation persists despite growing female involvement in the labor force and educational sectors.…”

Section: Labour Market Inequalitiesmentioning

confidence: 99%

Women’s Access to Post-Secondary Education and Structural Inequalities

ALNAA,

MATEY

2023

Gender Women Stud

View full text Add to dashboard Cite

UN Sustainable Development Goal No.5 urges the attainment of gender equality and women empowerment by 2030. This has intensified the fight for gender parity and female empowerment in Africa with some successes. Despite this, changes in Ghana's educational system have not dispelled the widespread belief that men are better equipped for careers. This is especially in the technical and vocational fields. This misconception has hampered disadvantaged young women's motivation, making them less likely to pursue careers in technical and vocational education and training (TVET). Entrenchments of gendered divisions in higher education and the labour market contribute to structural inequality in society. This study looks at women’s access to post-secondary education and structural inequalities. Additionally, the article updates recent changes in the ratio of female students enrolled in university programs and employment statistics in Ghana. The paper argues that although there are improvements in female enrolment numbers in post-secondary institutions, there is a need for a deliberate policy to increase female intake into tertiary institutions, especially technical universities by granting female-favoured scholarships and opening more online/distance learning platforms for degree programs as well as services to support online enrolment. Employment opportunities should favour the female for a deepening supplementary role at all levels of their participation. Besides, to encourage women to gradually shift from conventional roles, it is necessary to invest in their human capital.

show abstract

Unpacking the “Female Advantage” in the Career and Economic Impacts of College

Cited by 8 publications

References 80 publications

Women in Latin American Academia

Women in Latin American Academia

Post-truth politics as discursive violence: Online abuse, the public sphere and the figure of ‘the expert’

Women’s Access to Post-Secondary Education and Structural Inequalities

Contact Info

Product

Resources

About