Sex Differences in Promotions: EEO at Work in Public Education.

Autor/inn/en	Eberts, Randall W.; Stone, Joe A.
Institution	Oregon Univ., Eugene. Center for Educational Policy and Management.
Titel	Sex Differences in Promotions: EEO at Work in Public Education.
Quelle	(1984), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Selection; Affirmative Action; Educational Change; Elementary Secondary Education; Employed Women; Employment Opportunities; Equal Opportunities (Jobs); Government School Relationship; Personnel Policy; Promotion (Occupational); Salary Wage Differentials; School Law; Sex Bias; Sex Differences; Sex Discrimination; New York; Oregon + Suchen Sie Ihr Suchwort? Bildungsreform; 'Female employment; Women''s employment'; Frauenbeschäftigung; Berufschance; Beschäftigungschance; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Personalpolitik; Aufstiegsberuf; Berufsförderung; Law concerning schools; Schulrecht; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung
Abstract	This report investigates six differences in promotions to administrative positions in elementary and secondary education and assesses the influence of affirmative action and equal employment opportunity enforcement. Conclusions are based on longitudinal data from Oregon and New York for thousands of individual educators employed during the 1970's and on data gathered from discrimination complaints. The study focuses on whether apparent discrimination exists in the promotion structures for men and women in public education and whether federal and state equal employment opportunity and affirmative action policies have reduced apparent discrimination. The major finding is that significant apparent discrimination present in the early 1970's declined by more than half by the late 1970's and that equal employment opportunity enforcement contributed to the decline. Interpretations of the New York results are less conclusive than for Oregon because only federal Title IX enforcement was implemented in New York, thereby reducing the availability of complementary evidence in comparison to Oregon. Section 1 of the study sets out a model of promotions based on human capital theory, briefly discusses methods of measuring discrimination, and offers a framework for analyzing the influence of equal employment opportunity and affirmative action policies. Section 2 presents and evaluates the empirical results for the two states. Section 3 summarizes the major conclusions. (CJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC