Literaturnachweis - Detailanzeige
Autor/inn/en | Herbaut, Estelle; Barone, Carlo |
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Titel | Explaining Gender Segregation in Higher Education: Longitudinal Evidence on the French Case |
Quelle | In: British Journal of Sociology of Education, 42 (2021) 2, S.260-286 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Herbaut, Estelle) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2021.1875199 |
Schlagwörter | Foreign Countries; Gender Differences; Higher Education; Occupational Aspiration; Job Skills; Curriculum; Planning; Sex Stereotypes; Gender Bias; High Schools; Secondary School Curriculum; High School Students; College Students; Secondary Education; Postsecondary Education; Student Characteristics; Grade Point Average; Track System (Education); Vocational Education; Academic Education; Course Selection (Students); France Ausland; Geschlechterkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsneigung; Berufsziel; Produktive Fertigkeit; Curricula; Lehrplan; Rahmenplan; Ablaufplanung; Planungsprozess; Geschlechterstereotyp; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Collegestudent; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung; Akademische Bildung; Course selection; Kurswahl; Frankreich |
Abstract | This article examines how girls and boys choose their tertiary field of study and how the different factors driving their choices contribute to gender segregation in higher education (GSHE) in France. We present seven theoretical explanations for GSHE, review the relevant literature and discuss their applicability to the French context. Using rich longitudinal data combining administrative sources, students, parents and school head questionnaires, we assess the heuristic value of these explanations. We employ multinomial logit models as well as decomposition techniques for categorical outcome variables. Our results refute explanations arguing that GSHE reflects gender differences in skills or girls' lower career ambitions. We conclude that curricular differentiation and occupational plans are key drivers of GSHE, even when controlling for ability selection into secondary curricula and for parental and teachers' gender-stereotypical influences. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |