Upper-Secondary Educational Trajectories and Young Men’s and Women’s Self-Esteem Development in Switzerland

Bayard, Sybille; Staffelbach, Monika; Fischer, P.-A.; Buchmann, Marlis

doi:10.1007/978-94-017-8911-0_3

Cited by 1 publication

(3 citation statements)

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“…Conversely, males as members of a higher status group in the gender dimension, will likely display a more inert well-being pattern (Bayard et al 2014). Their evaluation of life will, on average, not be as susceptible to events and social comparison.…”

Section: Discussionmentioning

confidence: 99%

“…As with educational achievement, well-being appears to have a gendered dimension. It is a consistent finding that young males report higher levels of wellbeing and related mental health factors, such as self-esteem (Bayard et al 2014). Instances of lower well-being among young females have been attributed towards a tendency to have more critical stances with respect to their own physical appearance and the quality of their friendships (Feingold and Mazzella 1998;McHale et al 2001; Salmela-Aro and Tuominen-Soini 2010).…”

Section: Introductionmentioning

confidence: 91%

“…Accordingly, if another person has superior educational credentials than oneself, one's well-being might be negatively affected and vice versa. From a gender perspective, Bayard et al (2014) examine trajectories in upper secondary education and the development of well-being using self-esteem as an indicator, taking a social comparison perspective. They find young women's well-being to be more influenced by educational attainment and men's well-being to be inert to the characteristics of their educational trajectories.…”

Section: And Gendermentioning

confidence: 99%

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The gendered interplay between success and well-being during transitions

Samuel

2014

Educational Research

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Background: Young females have been found to out-perform males in terms of grades and university degrees in many studies. At the same time, young women seem to exhibit lower levels of well-being compared with men. Interestingly, little work has evaluated the interplay between educational success and well-being. However, antecedents and consequences of educational success will likely affect life chances and further educational and occupational trajectories.Purpose: This paper contributes to this important, but as of yet, underdeveloped topic. The interplay between educational success-conceptualised as successful intergenerational educational mobility-and well-being is analysed as a dynamic, reciprocal, and gendered process. Results: The models reveal that mechanisms of social comparison are gendered and operate differently at various stages of the observed period. Young females seem to be more likely to succeed and to experience positive effects in terms of well-being during successful episodes when compared to males. On the downside, females' well-being seems to be more strongly affected by failure.Conclusions: This paper shows that well-being is a gendered personal resource during the transition to adulthood. These findings contribute to the literature on gender differences in educational success as they show how gender, as a social process, operates to create different success and well-being outcomes.

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Section: Discussionmentioning

confidence: 99%