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GENDER SEGREGATION IN THE LABOUR MARKET PLACED IN THE CONTEXT OF EDUCATIONAL SEGREGATION: CROSS-NATIONAL COMPARISON

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Valentova M., Smidova I., Katrnak T.
Sociológia (Sociology)
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2007
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vol. 39
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issue 3
214-244
EN
Analysing the position of women in the labour market we can, in general, distinguish between two main approaches. The first one brings into focus the access to the labour market and works. The second approach deals with the issue of quality of labour market participation.This article focuses on the latter approach, in particular on the occupational gender segregation in relation to the gender segregation in education. Given the increasing educational attainment of women over the past decades, one would assume that their position in the labour market, including the gender segregation in occupational categories, has improved as well. However, the results of current research prove that despite all the changes and progress made with respect to the level of education of women, the level of occupational segregation tends to remain relatively stable over time. Thus, the increasing level of education does not seem to have a very strong impact on the overall level of gender segregation in occupations. One of the possible explanations may be the fact that women and men tend to choose different fields of study which predetermine their participation in particular categories of occupational structure to a larger extent than their level of education. Men are still over-represented in different fields of education than women and this tendency seems to persist even in the countries where a campaign has been led for the promotion of democratic and non-discriminatory practices in the system of education. The main aims of this article are: 1) to conduct a cross-national comparison of levels of occupational gender segregation and 2) to examine the relation between the level of occupational gender segregation and gender segregation in education (both vertical and horizontal). The analyses include 18 European countries covered by the European Social Survey (ESS) conducted in 2004. The comparison pays a special attention to differences and similarities between the EU-15 countries and the new EU member states, i.e. post-socialist countries.
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Faktory podmiňující vzdělanostní aspirace a vzdělanostní segregaci dívek a chlapců v českém vzdělávacím systému

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Smidova I., Janouskova K., Katrnak T.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 1
23-53
EN
The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys and girls in the Czech Republic and vertical inequality in the Czech education system. Drawing on Mateju and Strakova's monograph 'Unequal Chances in Education', the authors enhances the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender and the theoretical and empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarise the research to date on gender segregation in the education system, and then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju and Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys and girls, it does have an effect on some aspects of the resulting segregation of the education system and thus on a student's choice of secondary school.
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