Towards An Optimal Synthetic Index On The Gender Inequality Measurement

Rioboo, Jose Maria; Riobóo, Irene

doi:10.7148/2009-0463-0469

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…economics, politics, education, and health): previous studies have clearly shown in particular that the more traditional gender attitudes are, the larger the gender gaps in economics, politics, health and education are (e.g. Bericat and Sanchez Bermejo, 2008;Blancas Peral, et al, 2008a;Frias, 2008;Guiso et al, 2008;Harvey et al, 1990a;Kjeldstad and Kristiansen, 2001;Martínez Peinado and Cairó Céspedes, 2004;Noia, 2002;Rico Gonzalez and Gomez-Limon, 2011;Rioboo and Rioboo, 2009;Sugarman and Straus, 1988;Swarna, 2007;Thermaenius, 2000;Walby and Armstrong, 2010). As gender gaps in the key sectors of social life are affected by people's attitudes towards and about gender, in this paper, our operationalization of 'place' is further informed by the measurement of both gender gaps and gender attitudes, in the hypothesis that -when measured at sub-national levels -they are good proxies for the sociocultural local milieu students live in.…”

Section: Exploring Gender Differences At Sub-national Levelsmentioning

confidence: 99%

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

Cascella¹,

Williams

Pampaka

2021

European Educational Research Journal

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This paper reports research into the relationship between personal and contextual variables and gendered differences in students’ attainment in mathematics that take account of ‘place’ at different levels of intra-national locality (i.e. regional and macro-geographical levels, within the same country). A multilevel analysis performed on secondary data collected in Italy, where on average boys outperform girls in mathematics, showed that gender differences at local levels are complex and nuanced and not always consistent with the national picture. Moreover, gender differences in mathematics are associated with socio-cultural and economic factors that vary by region. We argue that educational research focusing on national and international level findings (such as for example PISA) should explore the association between gender differences in mathematics and sub-national socio-cultural and economic contexts in order to adequately inform policy and practice. Finally, we suggest that European researchers of inequality may need to attend to regionality and localities of place, and that the principle of subsidiarity could imply that policy and practice be devolved to the levels that research proves to be relevant.

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Section: Exploring Gender Differences At Sub-national Levelsmentioning

confidence: 99%

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

Cascella¹,

Williams

Pampaka

2021

European Educational Research Journal

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An Extended Regional Gender Gaps Index (eRGGI): Comparative Measurement of Gender Equality at Different Levels of Regionality

2021

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Gender equality has been widely explored, but there is limited research investigating its variability at regional level. This paper aims to fill this gap by developing and validating a new, regional gender gaps index, compatible with previous indices used to compare gender equality across nations but now fit for the purpose of measuring gender equality across regions, within nations. To this end, we (i) reviewed existing indicators of gender equality; (ii) assessed the contribution of the indicators most frequently used in previous research to measure gender equality; (iii) developed an extended, regional version of the gender gaps index (eRGGI), by extending it to include new indicators able to capture female empowerment in developed countries, like Italy; and, (iv) explored the variability of gender equality across Italian regions. In developing our eRGGI, some indicators traditionally used to measure gender equality were removed and others were introduced to capture new dimensions of gender equality to suit modern conditions regarding contexts where equality is considered important, in contemporary Europe. Results showed that gender equality varies dramatically across regions, also confirming the relevance of the new indicators we proposed to add. Such results call for more caution in interpreting results based on nationally aggregated data to inform policy and practice, arguing for regional comparisons to become more prominent.

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Quantifying for Qualifying: A Framework for Assessing Gender Equality in Higher Education Institutions

Moreira

Oliveira

2022

Social Sciences

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The objective of this study is to present the development of a framework for assessing gender inequality in higher education institutions (HEIs) which reveals how this academic environment is progressing in terms of gender balance. It proposes a multi-dimension-based index comprised by five dimensions—Empowerment, Education, Health, Violence, and Time. The mathematical model used enables the user to assign a weight value to each dimension, customizing the results according to the institution addressed. The paper is based on a post-doctoral research project which analyzed six globally recognized indexes (Gender Inequality Index; Global Gender Gap Index; Women, Business, and Law Index; Gender Equality Index; Social Institutions Global Index; Women Empowerment Principles) to construct a new framework for gender inequality evaluation tailored for HEIs. It used a Laplace–Gauss-based scale. The research included an experiment of concrete application to two instiutions, one in Europe and the other in South America. While the first one had a Gender Equality Plan, the second had not. The analysis was successfully conducted in both institutions. The two institutions presented general results above 60%. These results need to be read in the specific context of each university. The Gender Equality in Higher Education Institutions Index (GEHEI) provides a user-friendly way of checking the existence of gender inequality, summarized into a single number but able to be detailed in several levels and to provide insight into progression over time. The handling of the GEHEI tool is also very straightforward. The proposal is designed to be used in different HEIs; it is recommended that researchers customize the weights of the dimensions according to their relevance in the specific organization. This paper provides a new methodological model to measure gender inequality in HEIs based on easy-to-obtain data, distinguishing itself from global indexes by its ease of application and interpretation.

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Towards An Optimal Synthetic Index On The Gender Inequality Measurement

Cited by 3 publications

References 4 publications

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

An Extended Regional Gender Gaps Index (eRGGI): Comparative Measurement of Gender Equality at Different Levels of Regionality

Quantifying for Qualifying: A Framework for Assessing Gender Equality in Higher Education Institutions

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