Explaining Gender Segregation in Higher Education: Longitudinal Evidence on the French Case

Autor/inn/en	Herbaut, Estelle; Barone, Carlo
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01