Closing the Gender Gap? Non-Traditional Curriculum Choices and Entry into Working Life.

Autor/inn/en	Couppie, Thomas; Epiphane, Dominique
Institution	Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France).
Titel	Closing the Gender Gap? Non-Traditional Curriculum Choices and Entry into Working Life.
Quelle	(2002) 44, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1156-2366
Schlagwörter	Stellungnahme; Degrees (Academic); Developed Nations; Education Work Relationship; Educational Certificates; Educational Opportunities; Employment Opportunities; Employment Patterns; Entry Workers; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Issues; High Schools; Job Placement; Job Security; Labor Market; Majors (Students); Managerial Occupations; Nontraditional Occupations; Outcomes of Education; Part Time Employment; Postsecondary Education; Public Policy; Salary Wage Differentials; Sex Bias; Sex Differences; Sex Discrimination; Sex Fairness; Sex Stereotypes; Skilled Occupations; Socioeconomic Status; Tenure; Unemployment; Vocational Education; Womens Education; Working Hours; Youth Employment; France + Suchen Sie Ihr Suchwort? Developed countries; Industriestaat; Industrieland; Bildungsabschluss; Schulzeugnis; Bildungsangebot; Bildungschance; Berufschance; Beschäftigungschance; Beschäftigungsstruktur; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Ausland; Geschlechterfrage; High school; Oberschule; Employment service; Employment services; Arbeitsvermittlung; Arbeitsplatzsicherheit; Labour market; Arbeitsmarkt; Non-traditional occupations; Alternatives Berufsfeld; Lernleistung; Schulerfolg; Part-time employment; Teilzeitbeschäftigung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Fachangestellter; Socio-economic status; Sozioökonomischer Status; Amtszeit; Beschäftigungsdauer; Arbeitslosigkeit; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Hours of work; Arbeitszeit; Youth work; Jugendarbeit; Frankreich
Abstract	Findings from the 1992 Generation survey carried out by Creq in 1997 among young people exiting the French school system indicates that work-related disparities encountered by young labor market entrants in France can be characterized according to the worker's gender. Obstacles facing women include the following: (1) risk of unemployment or imposed part-time work; (2) lower wages; and (3) more difficult access to managerial posts. These inequalities are often interpreted to be the result of gender segregation or unequal access in the educational process. Under certain conditions, non-traditional education and training (in programs usually reserved for men) can benefit young women in the school-to-work transition. However, in the most mixed training programs (programs traditionally chosen by men and women alike), women still face more workplace disparities than men. Gender inequities do tend to diminish as training levels increase. Gradual improvement is also happening due to labor market influences such as the 35-hour work week and other government policies and changing perceptions about gender roles and stereotypes. (AJ)
Anmerkungen	For full text: http://www.cereq.fr/cereq/trai44.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC