Participation without Parity in U.S. Higher Education: Gender, Fields of Study, and Institutional Selectivity

Autor/inn/en	Mullen, Ann L.; Baker, Jayne
Titel	Participation without Parity in U.S. Higher Education: Gender, Fields of Study, and Institutional Selectivity
Quelle	In: NASPA Journal About Women in Higher Education, 8 (2015) 2, S.172-188 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1080/19407882.2015.1057167
Schlagwörter	Institutional Characteristics; Gender Differences; Gender Issues; Womens Education; Females; Educational Attainment; Intellectual Disciplines; Bachelors Degrees; School Statistics; Student Records; Selective Admission; Disproportionate Representation; Data Analysis; Comparative Analysis; College Entrance Examinations; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Geschlechterfrage; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Bildungsabschluss; Bildungsgut; Geisteswissenschaften; 'Bachelor''s degrees'; Bachelor-Studiengang; Schülerakte; Bildungsselektion; Auswertung; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	While women now earn more bachelor's degrees than men in many parts of the world, large gender gaps persist in fields of study, and women remain underrepresented in the most prestigious institutions. This study updates and extends the literature on gender disparities in higher education by comparing the selectivity of the institutions where men and women earn their degrees and then examining the gender segregation of fields of study across different types of universities in the United States. Findings show that men continue to earn degrees at somewhat more selective institutions than women, a pattern that has shifted little over the past 27 years. Further, patterns of gender segregation by field of study continue unabated and are constant across types of institutions. Women's increased participation in higher education has not resulted in full parity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01