Between Change and Resistance: Gender Structures and Gender Cultures in German Institutions of Higher Education

Müller, Ursula

doi:10.1057/9780230603509_3

Cited by 8 publications

(8 citation statements)

References 5 publications

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“…In reaction to these trends, universities, national governments, and the global community have made increasing the number of women faculty an explicit goal (Kim et al, 2010; Müller, 2007; Rees, 2007; Sagaria, 2007). As innovations stemming from research and development are seen as key sources of national economic growth, these stakeholders frame the under-representation of women in research careers as a critical issue of national and global concern (United Nations Educational, Scientific and Cultural Organization Institute for Statistics (UNESCO UIS), 2012).…”

Section: Introductionmentioning

confidence: 99%

Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012

Wotipka

Nakagawa

Svec

2018

International Journal of Comparative Sociology

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Despite the surge in women’s enrollments in higher education over the last several decades, women continue to be unequally represented in faculty careers around the world. In this article, we use data from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) to examine and explain regional and global trends in percentages of women faculty within 92 countries from 1970 to 2012. Drawing on world society and development perspectives, we posit that women’s representation among faculty is influenced by a combination of global norms of justice and women’s rights as well as national contexts. Results of descriptive analyses show remarkable growth over time for all world regions, although gender parity has yet to be reached. Using country fixed effects panel regression strategies, we find that countries with higher levels of women who earn higher education degrees, stronger linkages to global norms of women’s rights, and higher levels of economic development are more likely to have higher percentages of women faculty, with the caveat that the effect of economic development is conditioned by national levels of women’s caregiving burdens. Although the pipeline argument serves as a popular narrative, women’s access to higher education is only part of the story; our analyses indicate that percentages of women faculty are shaped by the intersection of norms, national contexts, and human capital.

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Section: Introductionmentioning

confidence: 99%

Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012

Wotipka

Nakagawa

Svec

2018

International Journal of Comparative Sociology

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“…A similar pattern was revealed in Switzerland, with the erosion of women at the higher levels of the academic career ladder (Widmer et al 2008). Despite the increasing numbers of women, especially at the undergraduate level in Germany, the horizontal segregation of female students into the languages, humanities, medicine, and biological sciences acts as a barrier to equality; women are still greatly underrepresented in the sciences and technical disciplines (Müller 2007). While the contexts are different, these statistics ring familiar in relation to the US higher education context as well.…”

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confidence: 56%

A Case Study of Engineering PhD Students’ Career Decision-Making Processes using a Bounded Agency Model

Costa¹

2019

JCIHE

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“…As a result, there is a gender imbalance in Poland, manifested in the influence of gender on the professional activities of graduates of higher educational institutions: women with technical specialties receive lower wages and spend more time looking for a job (Tomczak, 2018). By comparison, the Bologna Process in Germany has eliminated gender asymmetries in education by introducing new rules in universities (Müller, 2007). At the same time, there are still gender issues in the country, especially in the sphere of higher education, and the subject area determines the gender gap.…”

Section: Discussionmentioning

confidence: 99%

Gender issue in modern education: Theory and practice

Stepanenko¹

2021

Int. j. adv. appl. sci.

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So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

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Between Change and Resistance: Gender Structures and Gender Cultures in German Institutions of Higher Education

Cited by 8 publications

References 5 publications

Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012

Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012

A Case Study of Engineering PhD Students’ Career Decision-Making Processes using a Bounded Agency Model

Gender issue in modern education: Theory and practice

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