Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 83-122 |
| Seitenumfang | 40 |
| Fachzeitschrift | Comparative Social Research |
| Jahrgang | 31 |
| Publikationsstatus | Veröffentlicht - 1 Jan. 2015 |
| Extern publiziert | Ja |
Abstract
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 gender-segregated 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 impact on 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.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Soziologie und Politikwissenschaften
Ziele für nachhaltige Entwicklung
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in: Comparative Social Research, Jahrgang 31, 01.01.2015, S. 83-122.
Publikation: Beitrag in Fachzeitschrift › Übersichtsarbeit › Forschung › Peer-Review
}
TY - JOUR
T1 - Educational systems and gender segregation in education
T2 - A threecountry comparison of Germany, Norway and Canada
AU - Imdorf, Christian
AU - Hegna, Kristinn
AU - Eberhard, Verena
AU - Doray, Pierre
PY - 2015/1/1
Y1 - 2015/1/1
N2 - 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 gender-segregated 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 impact on 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.
AB - 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 gender-segregated 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 impact on 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.
UR - http://www.scopus.com/inward/record.url?scp=84947982737&partnerID=8YFLogxK
U2 - 10.1108/S0195-631020150000031004
DO - 10.1108/S0195-631020150000031004
M3 - Review article
AN - SCOPUS:84947982737
VL - 31
SP - 83
EP - 122
JO - Comparative Social Research
JF - Comparative Social Research
SN - 0195-6310
ER -