Does education predict gender role attitudes?: Evidence from European datasets (original) (raw)
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EUROPEAN RESEARCH STUDIES JOURNAL, 2021
Purpose: The main purpose of this article is to define the level of education of the European Union citizens and to determine the gaps in this scope between men and women. Design/Approach/Methodology: The analyzed indicators are percentage of the population with tertiary education (X1), percentage of early school leavers (X2), the participation rate in preschool education (X3), and adult participation in learning (X4). What was also analyzed were such indicators as the percentage of employed graduates (Y1) and general employment level (Y2). The source of empirical data was the information collected by the European Statistical Office (Eurostat) about 28 member states of in the years 2005-2019. Findings: In recent years, the EU's education (28) member states citizens have been growing steadily. However, according to ISCED, more women than men improve their knowledge and gain an education at the education level of 5-8, and the gap in this scope is getting wider, to the detriment of men. This diversification can be observed particularly in such countries as Estonia, Lithuania, and Latvia. Practical Implications: In recent years, one could observe that the EU member states that recent graduates' employment rate remained stable at a high level and that the total employment rate increased steadily. This applies both to men and women. Originality/Value: For women, education and qualifications raising on the labor market should be important as the research indicated significant correlations between the indicators that characterize the differences in the level of education of women in the EU (28) countries and the differences in their employment, which was not observed in case of men.
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In this research we study support for traditional female roles. We test individual and contextual explanations for differences in support for traditional female roles within and across 32 countries. Higher educated, employed people and those who do not adhere to a religion are least supportive. The higher the female labour market participation, the less traditional the average citizen is: this contextual effect is stronger for women than for men. Governmental child care expenditure does not affect average levels of support for traditional female roles. Yet, we do find a significant drop in traditional attitudes for men, when governments spend more on child care. This shows the importance of including the possibility of differences in contextual effects for men and women.
Berliner Studien zur …, 2008
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The article analyses attitudes of European citizens towards gender equality. It describes how the EU script on gender relations emphasizes gender equality. Subsequently, the article analyses the extent to which citizens of different European countries agree with this idea, based on Eurobarometer data.The analyses show a strong overall support for gender equality in the economic, political, and educational realms, but also differences between countries. In explaining these differences, we go beyond other studies not only by concentrating on endogenous characteristics of the analysed countries, but also by taking into account their levels of modernization, institutionalized gender regimes, and religious composition. Moreover, following neo-institutionalist theory, we include an exogenous variable — the influence of the EU — in multi-level analyses and can show that, in addition to all endogenous variables, it also has an effect on attitudes towards gender relations.
Gender Differences in Educational Attainment: The Evidence from the European Union Countries
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RESEARCH OBJECTIVE: The aim of the article is to present the results of the analysis on diversity of the education attainment of women and men in the European Union countries. By implementing such a purpose, it is possible to present not only heterogeneity in education on the basis of gender but also disproportions between individual EU countries. THE RESEARCH PROBLEM AND METHODS: The article raises three important research problems: education, gender equality and diversification within the European Union countries. The analysis covers 28 EU countries and a period of 10 years: 2007 - 2016. The research method used in the paper is the analysis and criticism of the literature and taxonomic analysis using a set of diagnostic variables describing selected aspects of education. THE PROCESS OF ARGUMENTATION: The line of reasoning consists of three essential elements. The first part presents the problem of education with particular emphasis on gender gap according to international literatu...
Gender Roles and the Education Gender Gap in Turkey
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Using nationally representative data on individual subjective views on gender roles, we examine the gender gap in educational achievement in Turkey and show that the cultural bias against the education of girls is a fundamental factor behind their low educational attainment in socially conservative societies. The 1997 education reform in Turkey extended compulsory schooling from 5 to 8 years. Using the reform as a natural experiment, we investigate the impact of the reform on the effects of mothers' traditional views in determining children's educational attainment. We find that the reform helped reduce school dropout rates across the country. Nevertheless, regardless of the mother's view on gender roles, the reductions in school dropout rates were similar for boys and girls, failing to eliminate the gender gap against girls. Turkey is an excellent environment to study the effects of societal gender roles since it combines modernity with traditionalism and displays a wide spectrum of views on gender roles. It is also one of the few developing countries where a gender gap to the detriment of females still exists in educational achievement.
Gender Role Attitudes and Religiosity among Higher Education Students
Journal for The Study of Religions and Ideologies, 2020
Besides demographic and social background determinants, religiosity is one of the most important factors which influence attitudes towards gender roles. In Europe, egalitarian gender roles have been aided by the eventual ubiquity of wide-ranging freedoms, women’s increasing labour force participation in the post-socialist regions, the drastic decline in fertility, and state-sponsored secularisation. In this study, we examine Hungarian higher education students’ views on gender roles using a nation-wide sample (N=1502, 2017). We create a typology with two modern attitude types beside the traditional view on gender roles, namely the pragmatic-instrumental and postmaterialist-postmodern types. We employ multinomial regression to analyse the factors which increase the likelihood of each type’s occurrence. After accounting for the effect of demographic and social factors, we find that religiosity has a significant impact on the acceptance towards traditional gender roles. In addition, we...
Gender inequality in education: Political institutions or culture and religion?
European Journal of Political Economy, 2011
We investigate empirically whether political institutions or culture and religion underlie gender inequality in education. The dataset contains up to 157 countries over the 1991-2006 period. The results indicate that political institutions do not significantly influence education of girls: autocratic regimes do not discriminate against girls in denying educational opportunities and democracies do not discriminate by gender when providing educational opportunities. The primary influences on gender inequality in education are culture and religion. Discrimination against girls is especially pronounced in Muslim dominated countries. JEL Codes: O11, O15, O43, O57, P26, P36, Z12.