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Explaining gender segregation in higher education: longitudinal evidence on the French case

British journal of sociology of education, 2021, Vol.42 (2), p.260-286 [Peer Reviewed Journal]

2021 Informa UK Limited, trading as Taylor & Francis Group 2021 ;2021 Informa UK Limited, trading as Taylor & Francis Group ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2021.1875199

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Title:
Explaining gender segregation in higher education: longitudinal evidence on the French case
Author: Herbaut, Estelle ; Barone, Carlo
Subjects: Academic Education ; College Students ; Course Selection (Students) ; Curricula ; Curriculum ; Decomposition ; Differentiation ; Education ; field of study ; Foreign Countries ; Gender ; Gender Bias ; Gender Differences ; Gender segregation ; Gender studies ; Girls ; Grade Point Average ; Heuristic ; High School Students ; High Schools ; Higher Education ; Humanities and Social Sciences ; Job Skills ; Literature reviews ; Occupational Aspiration ; Planning ; Postsecondary Education ; Secondary Education ; Secondary School Curriculum ; Sex Stereotypes ; Sexual division of labor ; Sociology ; STEM ; Stereotypes ; Student Characteristics ; Teachers ; Track System (Education) ; Vocational Education
Is Part Of: British journal of sociology of education, 2021, Vol.42 (2), p.260-286
Description: 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. Supplemental data for this article is available online at https://doi.org/10.1080/01425692.2021.1875199 .
Publisher: Oxford: Routledge
Language: English
Identifier: ISSN: 0142-5692
EISSN: 1465-3346
DOI: 10.1080/01425692.2021.1875199
Source: HAL SHS: Archive ouverte en Sciences de l'Homme et de la Société (Open Access)

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Explaining gender segregation in higher education: longitudinal evidence on the French case

2021 Informa UK Limited, trading as Taylor & Francis Group 2021 ;2021 Informa UK Limited, trading as Taylor & Francis Group ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2021.1875199

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