scholarly journals Graduates’ Opium? Cultural Values, Religiosity and Gender Segregation by Field of Study

2020 ◽  
Vol 9 (8) ◽  
pp. 135
Author(s):  
Izaskun Zuazu
Keyword(s):  
Higher Education ◽  
Young People ◽  
Cultural Values ◽  
Fixed Effects ◽  
Gender Segregation ◽  
Educational Institutions ◽  
Country Level ◽  
Fields Of Study ◽  
And Gender ◽  
The Relationship

This paper studies the relationship between cultural values and gender distribution across fields of study in higher education. I compute national, field and subfield-level gender segregation indices for a panel dataset of 26 OECD countries for 1998–2012. This panel dataset expands the focus of previous macro-level research by exploiting data on gender segregation in specific subfields of study. Fixed-effects estimates associate higher country-level religiosity with lower gender segregation in higher education. These models crucially control for potential segregation factors, such as labor market and educational institutions, and gender gaps in both self-beliefs and academic performance in math among young people.

scholarly journals Graduates’ opium? Cultural values, religiosity and gender segregation by field of study

2020 ◽  
Author(s):  
Izaskun Zuazu-Bermejo
Keyword(s):  
Higher Education ◽  
Cultural Values ◽  
Gender Equality ◽  
Social Services ◽  
National Level ◽  
Gender Segregation ◽  
Educational Institutions ◽  
And Gender ◽  
And Control ◽  
Education Science

This paper studies the relationship between cultural values and gender distribution across fields of study in higher education. I compute national, field and subfield-level gender segregation indices for a panel dataset of 26 OECD countries for 1998-2012. This panel dataset expands the focus of previous macro-level research by exploiting data on gender segregation in specific subfields of study. I consider two focal cultural traits: gender equality and religiosity, and control for potential segregationfactors, such as labour market and educational institutions, and aggregate-level gender disparities in math performance and beliefs among young people. The estimates fail to associate gender equality measures with gender segregation in higher education. Religiosity is significantly associated with lower gender segregation in higher education. However, gender gaps in math beliefs seem to be strongerpredictors of national-level gender segregation. Field and subfield-level analyses reveal that religiosity is associated with less gender-segregated fields of education, science, and health, and specifically withthe subfield of social services.

scholarly journals Risk, Choice and Social Disadvantage: Young People's Decision-Making in a Marketised Higher Education System

2015 ◽  
Vol 20 (3) ◽  
pp. 110-123 ◽  
Author(s):  
Sheryl Clark ◽  
Anna Mountford-Zimdars ◽  
Becky Francis
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Disadvantage ◽  
Widening Participation ◽  
Tuition Fees ◽  
Higher Education System ◽  
High Achieving Students ◽  
Risk Choice ◽  
The Uk ◽  
The Relationship

Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.

scholarly journals How can national governance affect education quality in Western Europe?

2020 ◽  
Vol 21 (3) ◽  
pp. 413-426 ◽  
Author(s):  
Ali Gerged ◽  
Mohamed Elheddad
Keyword(s):  
Fixed Effects ◽  
Western Europe ◽  
Resource Scarcity ◽  
The Body ◽  
European Countries ◽  
Education Quality ◽  
Educational Institutions ◽  
Content Type ◽  
Country Level ◽  
Western European

Purpose As the international society faces unprecedented challenges associated with resource scarcity, governance scandals, increasing injustice and inequality, new opportunities for higher education institutions are emerging. This paper aims to investigate the association between national governance standards and education quality across nine western European countries, namely, the UK, Germany, France, Finland, Norway, Switzerland, Sweden, Denmark and Ireland. Design/methodology/approach Using panel data from 2002 to 2017, this paper uses fixed-effects and random-effects models to examine the relationship between national governance (proxied by voice and accountability (V&A) indicator) and education quality (proxied by human development index: education index). This analysis is supplemented with conducting instrumental variable (IV) estimations to address any concerns regarding the expected occurrence of endogeneity problems. Findings The findings are suggestive of a significant and positive relationship between national governance and education quality in Europe. This implies that national governance standards, such as V&A, are essential actors in the enhancement of the quality of educational institutions’ outcomes. Research limitations/implications Policymakers should implement stricter regulations and ensure that accountability indicators are motivated if they wish to increase the spending on education, which is associated with better qualities of educational institutions. A culture of continuous review of education policies needs to be upheld in the Western Europe region to be watchful of any emerging problems while maintaining a sustainable relationship between the rule of law and the education administration. Originality/value So far, a minimal number of studies focussed on examining the role of country-level governance in advancing education quality. This study, therefore, extends the body of prior literature by investigating the possible effect of national governance structures on education quality across a sample of Western European countries.

HIGHER EDUCATION FOR HAREDIM IN ISRAEL

2019 ◽  
Vol 34 (3) ◽  
pp. 273-283
Author(s):  
Tova Hartman ◽  
Chaim Zicherman
Keyword(s):  
Higher Education ◽  
Charles Taylor ◽  
Gender Segregation ◽  
Liberal Democracies ◽  
Liberal Democratic ◽  
Adequate Education ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Intense Debate

AbstractOver the past two decades a number of Israeli institutions of higher education have opened gender-segregated programs for the ultra-Orthodox, or haredim. The growth of these programs has generated an intense debate in Israel, reflected throughout Israeli media and in several appeals to Israel's Supreme Court. The issues raised concerning gender-segregated higher education reflect an overarching inquiry that is of great interest to multicultural theoreticians: the relationship of liberal democracies to their illiberal minorities. Multicultural theoreticians agree that healthy democracies must tolerate some illiberal practices while acknowledging that not every illiberal practice can be tolerated. In the case at hand, the essay addresses the question: can a liberal democracy tolerate gender-segregated higher education? Using work by Charles Taylor, Michael Walzer, Kwame Anthony Appiah, John Inazu, and others, the essay reviews the arguments for and against gender segregation in higher education for Israeli haredim. The essay explores the limits of toleration of illiberal cultures within liberal democratic societies and finds crucial the right to exit such a culture—a right whose viability is dependent upon adequate education. The essay concludes by discussing the multiculturalism organization development model and what has been termed the manyness and messiness of multiculturalism.

My Gain or Your Loss? Changes in within-Couple Relative Wealth and Partners’ Life Satisfaction

2020 ◽  
Author(s):  
Daria Tisch
Keyword(s):  
Life Satisfaction ◽  
Fixed Effects ◽  
Gender Ideology ◽  
Panel Study ◽  
Theoretical Approaches ◽  
Significant Relationships ◽  
Relative Wealth ◽  
And Gender ◽  
Relative Resources ◽  
The Relationship

Abstract This article studies the relationship between partner’s wealth share and their life satisfaction in different-sex couples using the German Socio-Economic Panel Study (2002, 2007, 2012, and 2017). Resource-based theories and gender ideology are two prominent approaches to explain the effects of within-couple relative resources on various outcomes. Recently, scholars have argued that not relative but absolute personal resources are the crucial factor (autonomy perspective). Testing these different approaches is challenging because relative wealth mathematically perfectly depends on both partners’ absolute wealth, meaning the effects of relative and absolute wealth are hard to disentangle. To accurately test the theoretical approaches, this study analyses the relationship between relative wealth and life satisfaction under different conditions, such as whether relative wealth increases due to an increase in one’s own absolute wealth or a decrease in one’s partner’s absolute wealth. Individual fixed effects regressions show no statistically significant relationships between relative wealth and life satisfaction for men. In contrast, for women the relationship between their relative wealth and life satisfaction is significantly positive, in line with resource-based theories and the autonomy perspective. Further analyses reveal that this relationship is driven rather by changes in women’s own than in their partner’s absolute wealth.

scholarly journals Policy Polarization, Income Inequality and Turnout

2020 ◽  
pp. 003232172090658
Author(s):  
Matthew Polacko ◽  
Oliver Heath ◽  
Michael S Lewis-Beck ◽  
Ruth Dassonneville
Keyword(s):  
Income Inequality ◽  
Fixed Effects ◽  
Party System ◽  
Negative Impact ◽  
Past Research ◽  
Party Systems ◽  
National Elections ◽  
Country Level ◽  
Established Democracies ◽  
The Relationship

Past research on the relationship between income inequality and turnout has produced mixed results, with some studies suggesting that income inequality leads to lower turnout while other studies find little or no significant effects. In this article, we investigate the extent to which these mixed results are due to the contingent nature of inequality on turnout, which depends upon the nature of the policy options that are presented to the electorate. We test these expectations on data from national elections in 30 established democracies from 1965 through 2017 covering 300 elections. Regression analysis using country-level fixed effects reveals consistent evidence in favor of our hypotheses: Inequality tends to have a negative impact on turnout, especially in depolarized party systems, but as party system polarization increases the negative impact of inequality is mitigated.

scholarly journals Introduction: Young women in Europe in the era of ‘first-wave’ feminisms: analyses of generation and gender

2004 ◽  
Vol 19 (3) ◽  
pp. 343-345
Author(s):  
MARY JO MAYNES
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
Life Cycle ◽  
Young People ◽  
Young Women ◽  
Upper Class ◽  
Elementary Schooling ◽  
And Gender ◽  
New Phase

During the course of the nineteenth century, the parameters defining ‘youth’, marking its beginning and its end, were becoming more precise and more institutionally defined for both girls and boys in Europe. More than any other phenomenon or institution, elementary schooling (and leaving school) contributed to a certain ‘normalization’ of the life cycle for young people. By the end of the nineteenth century, most girls as well as boys attended school at least intermittently until at least age 12 or 13; at school-leaving a new phase of life began. Throughout much of Europe a select minority of middle-class and upper-class young women joined their brothers at universities, as higher education became first a possibility and then a routine for them in the last decades of the nineteenth and the first decades of the twentieth century.

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