Lohnungleichheiten zwischen Akademikerinnen und Akademikern : der Einfluss von fachlicher Spezialisierung, frauendominierten Fächern und beruflicher Segregation
Titelübersetzung:Wage inequality between male and female university graduates : the influence of occupational specialization, female-dominated subjects and occupationa segregation
Autor/in:
Leuze, Kathrin; Strauß, Susanne
Quelle: Zeitschrift für Soziologie, Jg. 38 (2009) H. 4, S. 262-281
Inhalt: "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-Monatslöhne 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." (Autorenreferat)
Inhalt: "This article looks into explorations 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." (author's abstract)
A Statistical Analysis of Gender inequality in French academia
Autor/in:
Latour, Emmanuelle; LeFeuvre, Nicky
Quelle: Institut für Politikwissenschaft, FB 06 Erziehungswissenschaft und Sozialwissenschaften, Universität Münster; Münster (Training paper / Women in European Universities, Research and Training Network), 2004.
CEWS Kategorie:Frauen- und Geschlechterforschung, Wissenschaft als Beruf
Dokumenttyp:Monographie
Gender issues : women's participation in the sciences has increased, but agencies need to do more to ensure compliance with title IX
Autor/in:
Ashby, Cornelia M.
Quelle: United States Government Accountability Office; Washington, 2004. 55 S.
Inhalt: "Because of concerns about women's access to opportunities in the sciences, this report addresses: how the Department of Education (Education), Department of Energy (Energy), National Aeronautics and Space Administration (NASA), and National Science Foundation (NSF) ensure that federal grant recipient institutions comply with Title IX in math, engineering, and science; what data show about women's participation in these fields; and what promising practices exist to promote their participation. Researchers reviewed legislation and regulations to identify all areas of compliance relevant to each federal agency; interviewed officials at each agency; gathered documentation to identify agency activities to ensure compliance with Title IX; analyzed data from the Office of Civil Rights and the Equal Employment Opportunity Commission; gathered data and interviewed officials at the Department of Justice; visited seven research universities to interview officials, students, and faculty; analyzed national data from Education and NSF on women's participation and experiences in the sciences; reviewed literature about women in the sciences and challenges to preparing for and pursuing careers in the sciences; spoke with students and practitioners about promising practices to promote women's participation; reviewed documentation on how data were collected and performed electronic tests to look for missing or out-of-range values; and reviewed the methodology of studies and reports using generally accepted social sciences principles as the basis for understanding results. The four agencies had made efforts to ensure that grantees complied with Title IX in the sciences by performing several compliance activities (e.g., investigating complaints and providing technical assistance), although most had not conducted all required monitoring activities. Women's participation in the sciences has increased substantially in the last 3 decades, especially in the life sciences, such as biology. The proportion of women science students has grown, but to a lesser extent at the graduate level than the undergraduate level. Meanwhile, the proportion of faculty in the sciences who are women has also increased, but they still lag behind men faculty in terms of salary and rank. However, studies indicate that experience, work patterns, and education levels can largely explain these differences. Studies also suggest that discrimination may still affect women's choices and professional progress. Several examples of agencies and grantees that have instituted practices designed to foster greater women's participation in the sciences were found. While some of the practices are aimed at encouraging more women to pursue the sciences, others provide time off and fewer teaching duties so faculty can balance work and family life. Finally, a few practices seek to expand the recruiting pool for jobs in the sciences and make them more attractive to women. Seven appendixes include: study objectives, scope, and methodology; national laboratories and technical centers; legal events and cases involving Title IX; mathematics, engineering, and science grant programs funded by the four agencies; comparison of enrollment status; comparison of enrollment and degrees earned; and comments from Education." (author's abstract)
What does the literature say about the persistence of women with career goals in physical
science, technology, engineering, and mathematics? : (paper presented at the Annual Meeting of the Mid-South Educational Research Association,
Biloxi, MS, November 5-7, 2003)
Effects of gender on engineering career commitment
Autor/in:
Barker, Anne M.
Quelle: Journal of women and minorities in science and engineering, Vol. 7 (2001) No. 2, S. 125-152
Inhalt: "Engineering has been one of the most difficult fields for 'women to enter and in
which to succeed. Although the percentage of female engineers has Increased, women
are still seriously underrepresented in the workforce. This study examined the effect
offender on career commitment, success, satisfaction, and involvement in engineering,
and the effect of personality and work environment on these variables. Alumni from
an engineering school in the northeastern United States were surveyed. The questionnaire
was analyzed using statistical and descriptive methods to determine relationships
among these variables. Women's commitment scores were lower than men's when controlled
for other variables, including satisfaction and involvement. Men had longer tenure
as engineers than women, even when controlled for year of graduation, professional
engineering status, and number of children. Women did not leave engineering in different
proportions than men, but they did earn significantly less despite controlling for
year of graduation and number of hours worked weekly. Some gender differences in workplace
experience were also found, including having colleagues act protectively, being mistaken
for secretaries, and seeing men progress faster in their careers than equally qualified
women." (author's abstract)|