Quelle: University of Cambridge, Faculty of Education, Research Consortium on Educational Outcomes and Poverty (RECOUP); Cambridge (RECOUP Working Papers, 15), 2008. 24 S
Inhalt: Exactly how schooling affects young women's 'autonomy', especially with respect to her fertility and the life-chances of her children, is a contested issue. We draw on semi-structured interviews with young married women with at least one child under the age of six, in urban and rural areas of Rajasthan and Madhya Pradesh, north India, to elaborate differences in attitudes and experiences in
early married life between young married women with at least eight years of schooling and those with little or no formal schooling. All the women in our sample come from India’s most disadvantaged
social groups—Scheduled or Other Backward Castes—and live in disadvantaged communities. Tentative conclusions include that women with 10 years or more schooling have very different aspirations about their life partner and married life, and are better able to negotiate relationships with their mother-in-law than do the women with little or no formal schooling experience.
Schlagwörter:Bildung; fertility; Indien; education; Entscheidung; adolescent; Bildungsbeteiligung; Familienplanung; wedding; girl; Heirat; decision; Mädchen; autonomy; woman; Jugendlicher; level of education; Autonomie; India; Bildungsniveau; family planning; participation in education; Fruchtbarkeit; female autonomy; fertility; education; India
SSOAR Kategorie:Bildungs- und Erziehungssoziologie, Frauen- und Geschlechterforschung
Gender and household education expenditure in Pakistan
Autor/in:
Aslam, Monazza; Kingdon, Geeta Gandhi
Quelle: Applied Economics, 40 (2008) 20, S 2573-2591
Inhalt: Pakistan has very large gender gaps in educational outcomes. One explanation could be that girls receive lower educational expenditure allocations than boys within the household, but this has never convincingly been tested. This article investigates whether the intra-household allocation
of educational expenditure in Pakistan favours males over females. It also explores two different explanations for the failure of the extant 'Engel curve' studies to detect gender-differentiated treatment in education even where gender bias is strongly expected. Using individual level data
from the latest household survey from Pakistan, we posit two potential channels of gender bias: bias in the decision whether to enrol/ keep sons and daughters in school, and bias in the decision of education expenditure conditional on enrolling both sons and daughters in school. In middle and secondary school ages, evidence points to significant pro-male biases in both the enrolment decision as well as the decision of how much to spend conditional on enrolment. However, in the primary school age-group, only the former channel of bias applies. Results suggest that the observed strong gender difference in education expenditure is a within rather than an across household phenomenon.
The relative effectiveness of government and private schools in Pakistan: are girls worse off?
Autor/in:
Aslam, Monazza
Quelle: University of Cambridge, Faculty of Education, Research Consortium on Educational Outcomes and Poverty (RECOUP); Cambridge (RECOUP Working Papers, 4), 2007. 35 S
Inhalt: Recent evidence from Pakistan points to significant pro-male bias within households in the allocation of education expenditures. This raises two important questions: Is less spent on enrolled girls than boys through differential school-type choice for the two sexes, for example
through a greater likelihood of sending boys to fee-charging private schools? And, if indeed this is the case, are girls thereby condemned to lower quality schooling, on average, than boys? By asking these questions, this paper makes three contributions to the literature. Firstly, this is one of a very few studies in Pakistan to explore the question of the relative effectiveness of public and private schools despite there being an unprecedented expansion of fee-charging private schools in the last two decades. Secondly, unlike existing papers which focus on primary schooling, this study looks at potential learning gaps by school-type for students in their last year of middle school (grade 8), very near their transition to secondary schooling. Thirdly, it exploits unique, purposively-collected data from government and private school students and thus, in estimating achievement production functions, is able to control for a number of variables typically ‘unobserved’ by researchers. The findings reveal that boys are indeed more likely to be sent to private schools than girls within the household, so that differential school-type choice is an important channel of differential treatment against girls. Private schools are also found to be of better quality – they are more effective than government schools in imparting mathematics and literacy skills. Girls lose out vis a vis boys in terms not only of lower within-household educational expenditures but also in terms of the quality of schooling accessed.
Schlagwörter:Bildung; private household; education; Ausgaben; Benachteiligung; Pakistan; girl; expenditures; Mädchen; school system; general education school; Privatschule; Schulwahl; Schulwesen; gender-specific factors; school choice; deprivation; Pakistan; allgemein bildende Schule; private school; Privathaushalt; government/ private schools; achievement; middle-schools; school quality
SSOAR Kategorie:Bildungs- und Erziehungssoziologie, Makroebene des Bildungswesens, Frauen- und Geschlechterforschung
Mädchen und Technik-Studiengänge: oder: Wie können Mädchen für ein technisches oder naturwissenschaftliches Studium motiviert werden?
Titelübersetzung:Girls and technical channels of academic studies: or: how can girls be motivated to study a technical subject or natural science?
Autor/in:
Leuthold, Margit
Quelle: Institut für Höhere Studien (IHS), Wien; Wien (Reihe Soziologie / Institut für Höhere Studien, Abt. Soziologie, 43), 2000. 78 S
Inhalt: 'Trotz einer starken Änderung im Bildungsverhalten der Frauen erhalten sich die geschlechtsspezifischen Unterschiede beim Zugang zu den Universitäten und reproduzieren sich in der Studienrichtungswahl weiter. Noch immer entscheiden sich mehr junge Mädchen und Frauen auch beim Studieren eher für geistes-, kultur- oder sozialwissenschaftliche Fächer als für ein technisches oder naturwissenschaftliches Studium. Die geringste Präsenz von Frauen ist in den typischen Ingenieurwissenschaften zu verzeichnen, in der Elektrotechnik und den Technischen Naturwissenschaften sind die Frauenanteile bei den Ersteinschreibenden in den vergangenen zehn Jahren sogar zurückgegangen. Prozentual beträgt der Anteil von Frauen in Technikstudiengängen an den österreichischen Universitäten zwischen 4 und 38 Prozent, an den Fachhochschulen - mit Ausnahme der Bereiche Medientechnik, Mediendesign, MultiMediArt und InterMedia - beträgt der Anteil von Frauen an der Gesamtzahl der Studierenden zwischen 1 und 23 Prozent. Zieht man in Betracht, dass nur mehr ein Drittel aller HTL-Schülerinnen an einer Fachhochschule oder an einer Technischen Universität weiterstudieren und dass im österreichischen Bildungswesen wichtige Ausbildungsentscheidungen bereits schon früh getroffen werden und nur mehr schwer korrigiert werden können, dann werden auch für die Zukunft keine wesentlichen Änderungen zu erwarten sein, wenn nicht verstärkt Maßnahmen unternommen werden, um Mädchen für ein technisches Studium zu motivieren. Die Literatur- und Internetrecherchen zielen darauf ab, Informationen und Daten hinsichtlich derjenigen Rahmenbedingungen zu erheben, innerhalb derer heute Mädchen und junge Frauen ihre Studienwahl treffen, sowie eine Übersicht über jene Projekte und Maßnahmen zu erhalten, die eine Technikorientierung von Mädchen im Rahmen ihrer Studienwahl befördern könnten. Im vorliegenden Bericht werden diese Informationen, Praxisbeispiele und Modellprojekte zusammengestellt und im Hinblick auf eine mögliche Adaptierung für österreichische Mädchenförderung diskutiert.' (Autorenreferat)
Inhalt: 'In spite of a changing situation for female education differences still exist in choosing a study as well as in aiming a profession. In cultural, social and philosophical studies women are represented to a larger degree in natural sciences than in technical fields. In Austria, the rate of female technical and scientific students is between 4% and 38%. Therefore there is a need of improved information and orientation towards technical and scientific studies in schools in order to give advices and examples of female scientists to motivate young women to choose a technical or scientific study. The paper summarises the results of recent data and information (of literature and internet research) concerning the Austrian situation and points out some examples and model projects within Germany and Austria to motivate young woman to assume technical studies.' (author's abstract)|