“Why Call It Equality?” Revisited: An Extended Critique of the EIGE Gender Equality Index
Autor/in:
Schmid, Caitlin B.; Elliot, Mark
Quelle: Soc Indic Res (Social Indicators Research), 168 (2023) 1-3, S 389–408
Inhalt: In this paper, we review the methodology of one of the most comprehensive indices of gender equality, the Gender Equality Index by the European Institute for Gender Equality (EIGE). Building on Permanyer’s (J Eur Soc Policy, 25(4):414–430, 2015) critical analysis, we offer an extended critique of the EIGE’s current methodology, focusing on four interrelated issues: (a) the lack of transparency around the methodological decisions and the concomitant implicit theorising, (b) the continuing over-contribution of the ‘correcting coefficient’ to the index such that it predominantly captures achievement levels rather than gender gaps, (c) problems with the verification process and use of Principal Component Analysis, (d) issues arising from the aggregation and weighting of index components. Our analysis shows that in addition to the use of the correcting coefficient, other methodological choices (such as the use of ratios and geometric means) result in an unjustified penalisation of lower-GDP countries, reinforcing biased assumptions about gender equality progress in more affluent countries vis-á-vis lower-GDP countries in the sample. We call for greater transparency around theory, method and the relationship between the two while also proposing methodological improvements. These changes would bring the EIGE index closer to fulfilling its undoubted potential to provide a nuanced understanding of gender equality levels in the European Union and effectively inform policy development toward social change.
Quelle: Information (2078-2489), 13 (2022) 10, 482-N.PAG
Inhalt: The article presents an intention to examine the possibilities of processing data on the representation of women in science and research from data collected in Slovakia as part of the Gender Equality Plan. The methodology follows the declared intention and consists of three steps. The first step is the identification of sources of sex-disaggregated data from the field of science and research in the Slovak Republic. Then follows the examination of the state of the art of tracking data in the identified data sources. The analysis of available data and the processing of the results is the next step. The share of women in Slovak science and research is demonstrated by the composition of project teams and by the statistical data of the supplementary statistical survey of research and development potential, which are collected through the national information system for research, development, and innovation, named SK CRIS. The result is a detailed analysis of the position of women in Slovak science and research, classified by research area and academic career stage. Based on the research conducted and the results achieved, we underline the importance of building national information systems in science and research. Data from these systems can significantly contribute to the creation and parameterization of science policy, including the principles of gender equality. [ABSTRACT FROM AUTHOR]
Copyright of Information (2078-2489) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Inhalt: The objective of this study is to present the development of a framework for assessing gender inequality in higher education institutions (HEIs) which reveals how this academic environment is progressing in terms of gender balance. It proposes a multi-dimension-based index comprised by five dimensions—Empowerment, Education, Health, Violence, and Time. The mathematical model used enables the user to assign a weight value to each dimension, customizing the results according to the institution addressed. The paper is based on a post-doctoral research project which analyzed six globally recognized indexes (Gender Inequality Index; Global Gender Gap Index; Women, Business, and Law Index; Gender Equality Index; Social Institutions Global Index; Women Empowerment Principles) to construct a new framework for gender inequality evaluation tailored for HEIs. It used a Laplace–Gauss-based scale. The research included an experiment of concrete application to two instiutions, one in Europe and the other in South America. While the first one had a Gender Equality Plan, the second had not. The analysis was successfully conducted in both institutions. The two institutions presented general results above 60%. These results need to be read in the specific context of each university. The Gender Equality in Higher Education Institutions Index (GEHEI) provides a user-friendly way of checking the existence of gender inequality, summarized into a single number but able to be detailed in several levels and to provide insight into progression over time. The handling of the GEHEI tool is also very straightforward. The proposal is designed to be used in different HEIs; it is recommended that researchers customize the weights of the dimensions according to their relevance in the specific organization. This paper provides a new methodological model to measure gender inequality in HEIs based on easy-to-obtain data, distinguishing itself from global indexes by its ease of application and interpretation. [ABSTRACT FROM AUTHOR]
Copyright of Social Sciences (2076-0760) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
The Glass Door of Academia : Unveiling New Gendered Bias in Academic Recruitment
Autor/in:
Picardi, Ilenia
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 5, 160 S
Inhalt: Gender statistics and studies on gendering mechanisms have been developing over recent years on two parallel tracks. This research reveals the need to rethink the standard indicators used in European comparative analyses to identify (1) gender-related mechanisms responsible for the production and reproduction processes of gender asymmetries, (2) their specificities in different local contexts, and (3) the profound transformations that have characterized the academies and the research system in Europe in recent years. The paper analyses the data on the composition of Italian academia provided by the Italian Ministry of Education, universities and research from a gender perspective. The introduction of the glass door index, specifically designed to measure gendering processes taking place in the recruitment stages in Italian academia, discloses new forms of gender segregation in Italian universities after the last academic reform (Law 240/2010), despite the emphasis placed on the neutral and meritocratic criteria of the new recruitment and career progression rules
Quelle: Trends in Ecology & Evolution, 34 (2019) 5, S 395–399
Inhalt: Why do inequalities persist betweenmale and female scientists, when the causes are well-researched and widely condemned? In part, because equality has many dimensions. Presenting eightdefinitions of gender equality, we show each is important but incomplete. Rigid application of any single equality indicator can therefore have perverse outcomes.
Inhalt: We use data from six cohorts of university graduates in Germany to assess the extent of gender gaps in college and labor market performance twelve to eighteen months after graduation. Men and women enter college in roughly equal numbers, but more women than men complete their degrees. Women enter college with slightly better high school grades, but women leave university with slightly lower marks. Immediately following uni-versity completion, male and female full-timers work a very similar number of hours per week, but men earn more than women across the pay distribution, with an unadjusted gender gap in full-time monthly earnings of about 20 log points on average. Including a large set of controls reduces the gap to 5–10 log points. The single most important proxi-mate factor that explains the gap is field of study at university
Schlagwörter:Absolventen; Deutschland; Einkommensunterschied; Field of study; Gehalt; Gender Wage Gap; Germany; Teilzeitarbeit; University graduates
CEWS Kategorie:Arbeitswelt und Arbeitsmarkt, Studium und Studierende, Statistik und statistische Daten, Geschlechterverhältnis
Metaphern der Governance von Hochschulen : Macht die fachliche Herkunft der Rektorinnen und Rektoren einen Unterschied?
Autor/in:
Wilkesmann, Uwe
Quelle: Beiträge zur Hochschulforschung, 39 (2017) 2, S 32–55
Inhalt: In diesem Beitrag geht es um den Einfluss des disziplinären Hintergrunds auf die Wahrnehmungen und Vorstellungen von Rektorinnen und Rektoren an deutschen Hochschulen. Beantwortet werden folgende zentrale Forschungsfragen: Macht die fachliche Herkunft der Rektorinnen und Rektoren einen Unterschied, und zwar in dreifacher Form, nämlich im Hinblick (1) auf einen Zusammenhang mit den Strukturmerkmalen der Organisation, die mit Rektorinnen und Rektoren aus bestimmten Fachrichtungen häufiger korrelieren als mit anderen Fachrichtungen, (2) auf das eigene Organisationsverständnis der Rektorinnen und Rektoren und (3) auf das Steuerungsverständnis. Die erste Frage wird quantitativ mit einem Datensatz beantwortet, die anderen zwei Fragen mit Hilfe einer qualitativen Befragung von neun Rektorinnen und Rektoren. Das Organisationsverständnis wird anhand der benutzten Organisationsmetaphern analysiert