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The purpose of this paper is to examine gender differences in promotion probabilities of the academic staff of a large university in The Netherlands, taking into account the sex segregated context of the faculty.

The study uses records of the university's personnel information system from 1990 to 2006, covering the data of 1,792 employees in the academic ranks who have entered since 1990. Cox regression models are used to test three hypotheses.

The findings show that women have lower promotion probabilities than men. The gender differences are primarily explained by differences in years of service and external mobility, and not by the sex segregated context of the faculty. A higher share of women decreases the odds of being promoted for both men and women. Gender differences in working hours do not explain the gender differences in promotion probabilities.

The paper adds to the existing literature because event history analyses have hardly been applied to personnel records for investigating the impact of the sex segregated context on promotion probabilities.

We report three findings in a comprehensive study of hourly wage differences between women and men working in same occupation and establishment in Sweden in 1970–1990. (1) Within same occupation and establishment in 1990, women on average earn 1.4% less than men among blue-collar workers, 5.0% less among white-collar employees. This occupation-establishment level wage gap declined strongly from 1970 to 1978. (2) For white-collar employees, occupational segregation accounts for much of the wage gap, establishment segregation for little. For blue-collar workers both types of segregation are important. (3) The within-occupation gaps are small, below 4% and 7% for blue- and white-collar workers.

This chapter provides an overview of the results from a cross-nationally comparative project analysing gender differences and inequalities at labour market entry. Women’s relative gains in educational attainment and the expansion of the service sector suggest that gender inequalities in occupational returns are diminishing or even reversing. In assessing gender differences at labour market entry, we look at a phase of the life course when women’s family roles are still of minor importance. Conceptually, we distinguish between horizontal segregation and inequalities in vertical outcomes. The project was based on 13 in-depth case studies contributed by a network of scholars analysing countries with different institutional, socio-economic and cultural settings. The findings demonstrate that occupational gender segregation is still relatively marked among recent cohorts, though it is slightly decreasing over time in several countries. In terms of vertical inequalities, the case studies consistently revealed that while women enter more prestigious jobs than men in most countries, there is a female disadvantage in economic returns among recent labour market entrants. In addition, we found mixed evidence on the variations of gender equality at labour market entry across countries with different institutional characteristics.

This study seeks to ascertain whether there are regional gender differences in vocational education in Bulgaria at the upper secondary level and to shed more light on the main factors for the (non-)emergence of these differences. The research has drawn on data from the National Statistical Institute and the Centre for Information in Education in Bulgaria as well as a nationally representative school-leavers survey (2014); it has applied descriptive statistics and multilevel modelling for the data analysis. Overall, the present study demonstrates that the regional dimension is indispensable for understanding the development of vocational education and gender differentiation in education. The analysis provides evidence that the mechanism by which the education system contributes to regional gender segregation in vocational education is its opportunity structures at the regional level, which are related to vocational education offers. In addition, we found a positive association between industrial development and the share of women in engineering at the regional level.

Starting with a comparative assessment of different welfare regimes and political economies from the perspective of gender awareness and “pro-women” policies, this chapter identifies the determinants of cross-national variation in women's chances of being in a high-status occupation in 12 West European countries. Special emphasis is given to size and structure of the service sector, including share of women in public employment and structural factors such as trade union density and employment protection. The first level of comparison between men and women concentrates on gender representation in the higher echelons of the job hierarchy, while the second section extends the scope of analysis, comparing women in high-status occupations and low-wage employment in order to allow for a more nuanced study of gender and class interaction. The first analysis is based on European Social Survey data for the years 2002, 2004, 2006, and 2008, capturing recent trends in occupational dynamics. Results indicate that in general a large service sector and a high trade union density enhance women's chances of being in high-status occupations, while more specifically a large public sector helps to reduce channeling women into low-wage employment. Thus, equality at the top can well be paired with inequality at the bottom, as postindustrial countries with a highly polarized occupational hierarchy such as the UK show.

The purpose of this paper is to test whether the gender wage gap at the beginning of the working life in France varies with the gender composition of occupations (male-dominated, female-dominated or mixed) and its main determinant (educational pre-sorting or labour market sorting).

The first stage of the methodology is to decompose segregation indexes at occupation level into the two components of determination noted above. The occupations are then divided into five groups on the basis of their gender composition and the weight of the educational segregation. Oaxaca-Blinder decompositions are then applied to each group.

Among 54 strongly gendered occupations, the segregation in 26 stems mainly from educational pre-sorting. This context is favourable to reduction of the gender wage gap. However, a modest wage differential is not proof of convergence towards equity, as it may conceal the existence of a significant discrimination component, as in male occupations.

The results relate to a cohort of French youth. The earnings-equalizing impact of education-based occupational segregation should be tested in other national contexts.

Public authorities should put in place incentives to encourage women's participation in a greater range of education and training courses and to improve the matching between education and the skill content of jobs.

The originality lies in the suggestion that a strong connection between education and skill requirements helps to narrow the occupational gender wage gap.

This study develops a social psychological model to account for women’s gender‐typed occupational mobility. The model delineates that occupational gender composition affects women’s psychological experience (experience of sex discrimination, self‐efficacy, and gender role ideology), and that this psychological experience, in turn, contributes to their mobility between male‐dominated and female‐dominated occupations. Using the National Longitudinal Surveys (NLS) of Young Women data, the study finds that occupational gender composition affects women’s report of experience of sex discrimination but not self‐efficacy or gender role ideology. Self‐efficacy contributes to women’s gender‐typed occupational mobility, but experience of sex discrimination and gender role ideology do not. The direction for future research is discussed.

This paper examines the role of occupational segregation in the evolution of wage differentials by gender and race in the Brazilian labor market between 2005 and 2015.

The author uses microdata from the National Household Sample Survey and adopts two occupational integration typology to capture both horizontal and vertical segregation. The decomposition method proposed by Firpo et al. (2009) is employed to investigate the determinants of changes in differentials along the wage distribution.

Results suggest a glass ceiling effect for all groups compared to white men. Gender and racial discrimination persist, especially at the top of the distribution. For both black women and men, observable characteristics account for most of the wage differentials, while for white women, the opposite occurs because of their education level. Vertical segregation behavior indicates that white men continue over-represented in higher-paid occupations. Although women improved their relative position in the occupational hierarchy, horizontal segregation behavior shows that their concentration in female-dominated occupations has not reduced, except in extreme quantiles. Education played a crucial role in reducing wage gaps, and regional differences stood out as a significant factor of the racial disadvantage.

The paper shows significant differences between the groups regarding verticalization and horizontalization of occupational structure along the wage distribution and over time, contributing to filling some gaps in the literature concerning the wage stratification based on gender and race in Brazil. Occupational segregation as a composition factor of the groups determines their positions in a vertically hierarchical and socially stratified occupational structure. The behavior of horizontal and vertical segregations evidences the continue under-valorization of female occupations and the barriers faced by racial and gendered groups to overcome the glass ceiling effect. Recognize the intersectionality of gender and race in addressing inequalities is fundamental to promote policies that overcome them.

How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.