Geschlechtstypische Berufswahl: Begabungszuschreibungen, Aspirationen und Institutionen

Buchmann, Marlis; Kriesi, Irene

doi:10.1007/978-3-658-00120-9_11

Cited by 48 publications

(34 citation statements)

References 28 publications

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“…This points in the direction of a polarization of labour market chances between high-skilled and low-skilled women, which has already been shown for the growing educational divide of mothers' employment in Germany (Konietzka and Kreyenfeld, 2010). Therefore, further research on the general working population should differentiate between various types of 'male' and 'female' work tasks (Buchmann and Kriesi, 2012) and analyse their effect on gender inequalities in the labour market for different social strata separately. By systematically integrating such a perspective of intersectionality, it will become possible to establish a clearer picture of which work tasks are culturally less valuable than others and for which group(s) of women.…”

Section: Discussionmentioning

confidence: 81%

“…Therefore, our first hypothesis (H1) holds that occupations dominated by women pay less because they require performance of 'female-typical' tasks more often and performance of 'male-typical tasks' less often, both of which contribute to the gender wage gap among the highly qualified. Since there is evidence that the societal images of 'male' or 'female' tasks differ between educational groups (Buchmann and Kriesi, 2012), it is advantageous to focus the empirical analysis on higher education graduates in order to deal with more homogeneous images of 'maleness' and 'femaleness' of occupational activities.…”

Section: The Lower Value Of 'Female-typical' Work Tasksmentioning

confidence: 99%

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Why do occupations dominated by women pay less? How ‘female-typical’ work tasks and working-time arrangements affect the gender wage gap among higher education graduates

Leuze

Strauß

2016

Work, Employment and Society

101

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Even though women today constitute the majority of higher education graduates, they still earn considerably less than their male counterparts. Previous research demonstrates that occupational sex segregation is important for understanding the gender wage gap, since occupations dominated by women pay less; yet less is known about why this is the case. This article explores two possible mechanisms: the devaluation of 'female-typical' work tasks and working-time arrangements. Hypotheses are tested by applying OLS regression and Blinder-Oaxaca decomposition analyses to the log hourly wages of a representative sample of German higher education graduates from 2001. Results confirm that occupational overtime increases and occupational part-time work decreases wages, indicating that occupations dominated by women pay less due to their 'femaletypical' working-time arrangements. However, inconsistent with the devaluation thesis, tasks like teaching/educating increase wages for women, too, which speaks against a general lower value of 'female-typical' tasks, at least among the highly qualified.

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Section: Discussionmentioning

confidence: 81%

Section: The Lower Value Of 'Female-typical' Work Tasksmentioning

confidence: 99%

Why do occupations dominated by women pay less? How ‘female-typical’ work tasks and working-time arrangements affect the gender wage gap among higher education graduates

Leuze

Strauß

2016

Work, Employment and Society

101

View full text Add to dashboard Cite

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“…For this reason, explicit comparisons with other cohorts must be made in order to be able to judge the relevance of the results. In Switzerland comparable projects, such as TREE or the COCON study, started a few years ago with similar questions and will make comparisons possible with younger cohorts (Bergman, HupkaBrunner, Keller, Meyer, & Stalder, 2011;Buchmann & Kriesi, 2009, 2012.…”

Section: Outlook and Data Availabilitymentioning

confidence: 99%

Zurich Longitudinal Study 'From School to Middle Adulthood'

Schmaeh

Häfeli²,

Schellenberg

et al. 2015

LLCS

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“…In einer Literaturübersicht konnten Häfeli und Schellenberg (2009) (Bertschy, Böni, & Meyer, 2007), FASE B (Neuenschwander, Frey, & Gasser, 2007), INTSEP (Haeberlin, Imdorf, & Kronig, 2004), LEVA (Schmid & Stalder, 2008), Hochbegabung (Stamm, 2005(Stamm, , 2007, COCON (Buchmann, 2007), ZLSE (Spiess Huldi, 2009). Einige dieser Studien sind in der Zwischenzeit abgeschlossen (Eckhart, Haeberlin, Sahli Lozano, & Blanc, 2011;Neuenschwander, Gerber, Frank, & Rottermann, 2012;Schmid, 2010), andere wurden fortgesetzt (Bergman, Hupka-Brunner, Keller, Meyer, & Stalder, 2011;Buchmann, 2013;Buchmann & Kriesi, 2012;Schellenberg, Häfeli, Schmaeh, & Hättich, 2013). Eine bilanzierende Gesamtschau daraus zu ziehen, ist schwierig, da die Studien zu unterschiedlich angelegt sind.…”

Section: Einbettung Und Zielsetzungunclassified