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Book part
Publication date: 14 August 2015

Sarah Kroeger

This paper uses data from the 1979 and 1997 National Longitudinal Surveys of Youth to estimate the changing returns to cognitive and non-cognitive skills with respect to college

Abstract

This paper uses data from the 1979 and 1997 National Longitudinal Surveys of Youth to estimate the changing returns to cognitive and non-cognitive skills with respect to college completion, and quantifies the extent to which gender differences in these skills are driving the college gender gap. The use of two distinct college graduation cohorts allows a dynamic analysis of the widening female advantage in college graduation. I decompose the increase in the college gender gap into three pertinent categories of measurable attributes: family background, cognitive skills, and non-cognitive skills (captured by school suspensions, behavioral problems, and legal infractions). A second decomposition is applied to the change in the gap between the two periods. The results show that roughly half of the observed college graduation gender gap in the NLSY97 is due to female advantages in observable characteristics, and roughly half is “unexplained”: due to gender differences in the coefficients. With respect to the change in the gap, approximately 29% of the difference in differences is the “explained” component, attributed to changes in the relative characteristics of men and women. In particular, declining non-cognitive skills in men are associated with about 14% of the increase in the gender gap.

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Gender in the Labor Market
Type: Book
ISBN: 978-1-78560-141-5

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Book part
Publication date: 14 August 2015

Robert J. Thornton and Judith A. McDonald

Using a unique data set from the National Association of Colleges and Employers (NACE), we estimate the gender starting-salary gap for college graduates from 2000 to 2010…

Abstract

Using a unique data set from the National Association of Colleges and Employers (NACE), we estimate the gender starting-salary gap for college graduates from 2000 to 2010. Simulation techniques are used to estimate how the salary gap would change if women had selected the same majors or job types as men. We find that about 90% of the starting-salary gap is explainable by gender differences in majors and types of job offers – a higher percentage than found in most other studies. Duncan indexes of dissimilarity also indicate that the gender distributions of job offers by college major and type of first jobs have not become more similar over the past 10 years. Although differences in college major and types of first jobs explain most of the gender gap in starting salaries of college graduates, small but unexplained gender pay differences reveal themselves in the NACE statistics.

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Gender in the Labor Market
Type: Book
ISBN: 978-1-78560-141-5

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Book part
Publication date: 19 May 2009

Yoshiko Nozaki, Rima Aranha, Rachel Fix Dominguez and Yuri Nakajima

One of the most significant worldwide transformations in education over the past several decades has been the drastic increase in women's access to colleges and universities…

Abstract

One of the most significant worldwide transformations in education over the past several decades has been the drastic increase in women's access to colleges and universities. Research suggests that the trend of the narrowing gender gap in higher education is remarkable (particularly, among the industrialized nations), and sometimes it involves an interesting phenomenon – women outnumbering men, in what some scholars refer to as a “reverse gender gap” (Goldin, Katz, & Kuziemko, 2006; Woodfield & Earl-Novell, 2006; King, 2006; Mortenson, 1999). This higher education gender gap trend is consistent with a general global trend of narrowing gender gaps in education in recent decades. The data – at least, analysis of statistical data from countries around the world – support the contention that the disparity between men and women, at all levels of education and in terms of both academic achievement and enrollment rates, is not as dramatic as it once was (Arnot, David, & Weiner, 1999; United Nations Children's Fund, 2005).

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Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

Book part
Publication date: 1 December 2009

Marie-Claude E. Jipguep, Roderick J. Harrison and Florence B. Bonner

Higher proportions of females than males currently attain tertiary education in the United States where completing high school is the prerequisite for gaining access to…

Abstract

Higher proportions of females than males currently attain tertiary education in the United States where completing high school is the prerequisite for gaining access to postsecondary education (Buchmann, DiPrete, & McDaniel, 2008; Horn & Premo, 1995). Since 1970, women went from being the minority to the majority of the United States undergraduate population, increasing their representation in higher education from 42 percent of undergraduates in 1970 to 56 in 2001 (Freeman, 2004; Peter & Horn, 2005). Although there were more men than women ages 18–24 in the United States (15 vs. 14.2 million) in 2004, the male/female ratio on college campuses was 43–57, a reversal from the late 1960s and well beyond the nearly even splits of the mid-1970s (Marklein, 2005). Male–female ratios differ among colleges, with some US institutions now having ratios approaching two-thirds of women. It is projected that by 2010, 9.4 million women will be enrolled in college, compared with only 6.8 million men, a ratio of about 41 men to 59 women (NACUFS, 2007).

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Black American Males in Higher Education: Diminishing Proportions
Type: Book
ISBN: 978-1-84855-899-1

Article
Publication date: 27 September 2022

Gustavo A. García, Diego René Gonzales-Miranda, Óscar Gallo and Juan Pablo Roman Calderon

This study aims to measure the gender wage gap among millennial workers in Colombia and determine if there is a marked wage difference between millennial women and men…

Abstract

Purpose

This study aims to measure the gender wage gap among millennial workers in Colombia and determine if there is a marked wage difference between millennial women and men. Furthermore, this study analyzes whether millennial women face a glass ceiling, that is, whether there is a larger gender wage gap among workers earning relatively high wages.

Design/methodology/approach

The study data included a sample of 2,144 millennial workers employed in 11 organizations located in the five main cities of Colombia. Oaxaca–Blinder econometric methods of wage decomposition were used to calculate both raw and adjusted gender wage gaps. The latter results in estimating the gender wage gap while controlling for observable characteristics related to individual, family, and labor. In addition, wage decompositions by education levels were carried out to approximate the extent of the glass ceiling among young workers.

Findings

The results show that millennial workers in Colombia face gender inequality in the labor market and that professional millennial women experience a distinct glass ceiling. The adjusted gender wage gap is 9.5%, and this gap increases with education level, increasing to nearly 14% among college-educated workers.

Research limitations/implications

The empirical results are supported by a self-report survey of millennial workers. An important limitation is that the data include millennial workers employed in the formal sector and exclude the informal sector (activities not regulated or protected by the state), which represents an important part of the economy in developing countries.

Originality/value

This paper contributes to the empirical literature on gender wage inequality for younger workers. This paper is original in reviewing the gender pay gap in Colombia using a primary dataset. Most of the work in this area has been done in developed countries and this research adds to the findings that have had focused on those nations.

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Employee Relations: The International Journal, vol. 45 no. 2
Type: Research Article
ISSN: 0142-5455

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Book part
Publication date: 7 October 2019

Hossein Nouri and Maria S. Domingo

Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and…

Abstract

Female students comprise a significant number of the accounting student population at four-year institutions. Likewise, a significant number of students have chosen to enroll and earn associate degrees at a community college, and subsequently transfer to a four-year college or university. According to the National Center for Education Statistics, more than half of the students enrolled in two-year institutions were female. Moreover, 57% of college students in the United States are females. This study provides empirical evidence on the interaction between gender and transfer versus native accounting students in their academic performance during and after shock periods. According to the literature, the shock period includes two semesters after a two-year college student transfers to a four-year college. The results of this study indicate that female and male transfer students do not perform equally in their accounting courses compared to their native counterparts, that is, male transfer students in accounting performed worse than female transfer students and native students (male and female) both during and after the “shock” period. These findings may have practical implications for administrators and accounting departments since male transfer students appear to need more assistance to absorb transfer shock when they join four-year colleges and possibly even after their first year at the four-year institution.

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78973-394-5

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Book part
Publication date: 8 February 2016

June Carbone and Naomi Cahn

This paper explores the relationship between feminist theory and rising economic inequality. It shows how greater inequality reflects the valorization of the stereotypically male…

Abstract

This paper explores the relationship between feminist theory and rising economic inequality. It shows how greater inequality reflects the valorization of the stereotypically male qualities of competition and hierarchy, producing a greater concentration of wealth among a small number of men at the top, shortchanging men more than women through the rest of the economy, and altering the way that men and women match up to each other in the creation of families. By creating a framework for further research on the relationship between the norms of the top and the disadvantages of everyone else in more unequal societies, the paper provides a basis for feminists to develop a new theory of social power.

The paper demonstrates how the development of winner-take-all income hierarchies, the political devaluation of families and communities, and the terms of the family values debate diminish equality and community. The paper addresses how to understand these developments as they affect both the structure of society and the allocation of power within our families in ways that link to the historic concerns of feminist theory. It accordingly ends by asking the “woman question” in a new way: one that revisits the stereotypically masculine and feminine and asks how they connect to hierarchy, one that considers whether the inclusion of women changes institutional cultures in predictable ways, and one that wonders whether the values that today are associated with more women than men offer a basis for the reconstruction of society more generally.

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Special Issue: Feminist Legal Theory
Type: Book
ISBN: 978-1-78560-782-0

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Book part
Publication date: 26 June 2007

Kevin T. Leicht, Douglas Thompkins, Tina Wildhagen, Christabel L. Rogalin, Shane D. Soboroff, Christopher P. Kelley, Charisse Long and Michael J. Lovaglia

Beginning in 1982, the majority of college students have been women and that majority has increased since. Explanations for the predominance of women in college enrollments and…

Abstract

Beginning in 1982, the majority of college students have been women and that majority has increased since. Explanations for the predominance of women in college enrollments and completion include a variety of labor-market factors that might now advantage men less than in the past. Avariety of labor-market analyses show that, while some recent developments may have reduced incentives for men to enroll in college, labor-market explanations alone cannot account for the predominance of women in college. Some of the reduced incentives for male college enrollment point to gender identities typical of young men and women as an important explanation for the predominance of women in college. Preliminary evidence for the gender identity explanation is offered. More controlled studies capable of testing and exploring the implications of the gender identity explanation are proposed.

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Social Psychology of Gender
Type: Book
ISBN: 978-0-7623-1430-0

Book part
Publication date: 23 January 2023

Shelly Lundberg

The economics literature on gender has expanded considerably in recent years, fueled in part by new sources of data, including from experimental studies of gender differences in…

Abstract

The economics literature on gender has expanded considerably in recent years, fueled in part by new sources of data, including from experimental studies of gender differences in preferences and other traits. At the same time, economists have been developing more realistic models of psychological and social influences on individual choices and the evolution of culture and social norms. Despite these innovations, much of the economics of gender has been left behind, and still employs a reductive framing in which gender gaps in economic outcomes are either due to discrimination or to “choice.” I suggest here that the persistence of this approach is due to several distinctive economic habits of mind – strong priors driven by market bias and gender essentialism, a perspective that views the default economic agent as male, and an oft-noted tendency to avoid complex problems in favor of those that can be modeled simply. I also suggest some paths forward.

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50th Celebratory Volume
Type: Book
ISBN: 978-1-80455-126-4

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Book part
Publication date: 23 January 2023

Joseph G. Altonji, John Eric Humphries and Ling Zhong

This chapter uses a college-by-graduate degree fixed effects estimator to evaluate the returns to 19 different graduate degrees for men and women. We find substantial variation…

Abstract

This chapter uses a college-by-graduate degree fixed effects estimator to evaluate the returns to 19 different graduate degrees for men and women. We find substantial variation across degrees, and evidence that OLS overestimates the returns to degrees with the highest average earnings and underestimates the returns to degrees with the lowest average earnings. Second, we decompose the impacts on earnings into effects on wage rates and effects on hours. For most degrees, the earnings gains come from increased wage rates, though hours play an important role in some degrees, such as medicine, especially for women. Third, we estimate the net present value and internal rate of return for each degree, which account for the time and monetary costs of degrees. Finally, we provide descriptive evidence that satisfaction gains are large for some degrees with smaller economic returns, such as education and humanities degrees, especially for men.

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