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This study is concerned with the separate output effects of female and male education, as well as output effects of the educational gender gap. Several recent empirical studies have examined the gender effects of education on economic growth or on output level using the much exploited, familiar cross-country data. This paper aims to undertake a similar study of the gender effects of education on economic growth using a panel data across the provinces of Turkey for the period 1975-2000.

The theoretical basis of the estimating equations is the neoclassical growth model augmented to include separate female and male education capital and health capital variables. The methodology the authors use includes robust regression on pooled panel data controlling for regional and time effects. The results are found to be robust to a number of sensitivity analyses, such as elimination of outlier observations, controls for simultaneity and measurement errors, controls for omitted variables by including regional dummy variables, steady-state versus growth equations and different samples of developed and less-developed provinces of Turkey.

The main findings indicate that female education positively and significantly affects the steady-state level of labor productivity, while the effect of male education is in general either positive or insignificant. Separate examination of the effect of educational gender gap was to reduce output.

As evident in the literature, there is controversy surrounding the gender effects of education on growth. This paper provides new evidence on this issue from the perspective of a single country rather than a cross-country viewpoint.

Many studies have discussed the pre-eminence of females in higher education in terms of numbers as well as academic performance. This global phenomenon has appeared in many countries, including the United Arab Emirates (UAE). The aim of this study is to identify the social, cultural and familial factors underlying this phenomenon in the UAE.

Although the study focuses on the university stage, the undergraduate student is the product of an educational process that begins at school age; therefore, some factors related to the schooling stage are also discussed. The study conceptualises gender differentiation as an outcome of both socialisation processes and rational choice factors.

Analysing data drawn from a total of 292 undergraduates and 18 experts using questionnaires, it finds that socialisation mechanisms at home and schools, rational choice motivations and other factors such as socially constructed, non-cognitive traits of females shape these differences. The implications of these results for policymakers and future research are discussed.

Increasing access of males to higher education is not merely the responsibility of family and schools but also requires commitment by policy-makers.

The paper presents a significant departure from the largely American and European literature on gender and education, by offering a broader knowledge of this phenomenon in another regional and national context.

The purpose of this paper is to focus on the investigation of gender inequalities in the labour market at the regional level in Greece throughout the years preceding and following the economic crisis.

Utilising microdata from the European Union Statistics on Income and Living Conditions (EU-SILC) database from 2005 up to the most recent available, the authors construct the Total Earnings Gap Index, a composite index at the individual level which incorporates gender differentials in aspects related to employment, work intensity and earnings. This approach is further complemented by the results of the econometric analysis (a probit model for the probability of being in employment and a Heckman selection model for the determinants of hourly pay and hours worked), which portray the impact of gender on a set of labour-related characteristics.

The findings of the analysis indicate a widespread reduction of the gender gap; however, this appears to be mainly the result of a sharper fall in employment among men, hence pointing towards a “race to the bottom” process which presents few – if any – signs of an increase of women’s economic independence. The emerging picture points towards a trend of regional convergence in gender gaps, while also highlighting that similar gender equality outcomes are, in certain cases, shaped by radically different dynamics.

This paper uses an innovative composite index which provides a multi-dimensional depiction of gender inequality in the Greek labour market. This index has been introduced by Eurostat and has been applied at the country level, with this paper being the first – to the authors’ knowledge – to apply it at the regional level. Additionally, by examining years before and throughout the crisis, the present analysis adopts a dynamic perspective, offering valuable insight into the seismic shifts that Greece’s labour market structure has undergone during this period.

The focus of this article is on gender justice with respect to opportunities (educational) and outcome (earnings). The main research question is whether educational opportunities are positively converted into fairness of income, and for whom and where this is the case. The importance of this study lies in the understanding that the subjective feeling of justice is a significant measure of quality of life, of the individual's subjective feeling of happiness and of the fulfilment of the goals people have reason to value.

The study takes a micro-macro approach, combining macro-level data taken from official statistics and micro-data from the 2018 European Social Survey for 25 European countries; the authors also apply multilevel modelling to the data analysis.

At individual level the authors found gender differences in the associations between education and fairness of educational opportunities. With regard to the scope of fairness, the authors emphasise that fairness of educational opportunities and net pay in European countries is less likely to be felt by someone who has a lower educational level. Higher educational expenditures are positively correlated with fairness of educational opportunities but not with fairness of net pay.

This article contributes to theoretical, empirical and policy-relevant gender justice research on the link between inequalities and justice perceptions. The authors have expanded the theoretical understanding of the concept of gender justice by taking into account the role of a specific gender norm on fairness perceptions. The norm, when asked about in a gender-neutral way, is not associated with fairness of pay, but when posed as a question specifically to women, has a negative relationship with perceptions of fair pay. The empirical contribution consists in the evaluation of individual and country mechanisms from a gender justice perspective. The policy contribution consists in questioning the belief that longer paid maternity leave is beneficial for women. In countries with long paid leave available to mothers, women reported even lower levels of fairness of net pay than men.

The paper innovates on the existing literature by assessing the gender gap in Science, Technology, Engineering and Maths (STEM) tertiary education enrolment and career choice in a small country setting and by extending on Master and Meltzoff (2016) theoretical framework to provide a holistic explanation of the gender disparity through a mix of personal, environmental and behavioural factors. The study first probes into the existence of potential gender disparity in STEM tertiary enrolment in Mauritius. Second, in contrast with existing studies where selective factors are used to measure the gender gap in STEM education, this paper investigates into a combination of personal, environmental and behavioural factors that may influence participation in STEM education and career.

The study uses a survey of 209 undergraduates enroled in the main public university and investigates into the existence of a gender gap in STEM tertiary education enrolment and the reasons behind this disparity. Consistent with the theoretical model, the empirical analysis also investigates into the work environment (which cannot be measured from the survey), via semi-structured interviews of 15 women in STEM professions.

The logit regression results first reveal the existence of a gender disparity in the choice of STEM-related degrees. The probability of a female student to enrol in a STEM degree is lower than that of a male student, after controlling for all the personal, environmental and behavioural factors. The most important set of reasons influencing the student's STEM degree choice are self-efficacy and the student's academic performance in STEM subjects at secondary school level. The findings also demonstrate that young women are relatively more likely to choose STEM degrees than their male counterparts when they are supported by their family, school and teachers. There is further evidence of lower participation of women in STEM professions as well as significant challenges which women in STEM careers face compared to their male colleagues.

This study adopts a holistic framework to assess the factors that hinder women's participation in STEM tertiary education and career in Mauritius.

This study aims to investigate the gender diversity within innovation and entrepreneurship teams and the perceptions of gender imbalance in digital skills among team members in Kazakhstan, a Central Asian country belonging to the Global South.

Primary data were collected from ten leading firms in Kazakhstan's manufacturing, construction and oil and gas sectors, which have international connections or perspectives. The members of the research and development (R&D) departments of these firms completed an online, structured closed-question questionnaire anonymously. A total of 169 completed responses were analyzed using regression analysis, controlling for company size and sector, with gender as the independent variable.

The gender diversity within innovation teams is not as high as anticipated, even though there is a substantial representation of women in the scientific workforce across many firms. Similarly, there is a gender gap in entrepreneurship teams involved in business innovation, although it is slightly less pronounced. Female employees report a greater disparity compared to their male counterparts. Surprisingly, over 60% of both male and female respondents agree that women lack the same level of digital expertise and knowledge as men.

The findings of this research should be interpreted in light of the fact that they are based on a perception-based survey. Local firms exhibit skepticism toward external researchers due to privacy concerns, making their participation challenging. However, it is noteworthy that the survey targeted front-line workers in the innovation and entrepreneurship field, providing informed perspectives that strengthen the study's outcomes.

This study reveals that while women form a considerable proportion the scientific workforce, gender diversity in innovation and entrepreneurship teams is lacking in a Global South country. Gender imbalance in innovation and entrepreneurship is thus present in both developing and developed countries, highlighting the need for interventions to promote gender diversity at the firm level.

Consistent with dual-process models of behaviour, Miles (2015) has shown that Schwartz’ basic values can provide a valuable framework for empirically analysing the role of values and cultural contexts in driving human behaviour. The purpose of this paper is to contribute to this line of research by distinguishing individual values from macro-level values, as well as from other micro- and macro-conditions, in order to test whether individual values shape women’s work-family orientations in ways predicted by Hakim’s preference theory.

The authors make use of the second round of the European Social Survey (ESS) collected in 2004, where a battery of questions on human values and work-family preferences were posed, and apply a multilevel approach to take into account national cultural and economic conditions across 25 European countries.

In line with the dual-process model and preference theory, the authors show that internalised values, particularly conservatism, shape work-family orientations much more than national social and cultural conditions; in addition, the effect of women’s education on work-value orientations is stronger in countries with more conservative national cultures, suggesting that education may help women overcome social barriers in the choice of their work-career preference.

While values may shape work-family orientations differently in non-European or less affluent cultures, these findings reveal the importance of bringing values back into the analysis of individual preferences and behaviours towards the labour market.

This paper examines the gender achievement gap in the Ethiopian secondary education system using tenth-grade national examination results for the period 2002/03–2013/14.

Statistical tests are employed to determine equality of the average male and female GPAs (grade point average), and equality of the proportions of female and male test-takers in the upper and lower achievement distributions. Further, a panel fixed effects model is used to evaluate factors that affect the regional average GPAs by gender and to determine whether those factors could explain observed gender achievement gaps.

Results indicate statistically significant gender achievement gaps in all regional states and the capital city. The gap has been persistent with a minor declining trend and will not be closed if continued at the current trend. The authors also find that the regional average male and female test scores could be explained partially by factors such as pupil-teacher ratio, the proportion of rural students and access to secondary schools. These factors, however, cannot explain the observed gender achievement gap.

The study uses regional data collected from the annual educational abstracts published by the Ethiopian ministry of education. It investigates the trends of the gender achievement gaps across the regional states and overtime at the tenth-grade level. It depicts the persistence of the gap hindering girls from furthering their education.

The purpose of this paper is to analyse the main evolutions and the current situation of the 50‐74 year olds on the labour market in eight European countries (Denmark France, Germany, Italy, The Netherlands, Sweden, Poland and the UK).

Based on a cross‐country comparative approach, this overview draws on detailed analysis of the situation of older workers and public policies in each of the selected countries but also on a wide range of available studies and statistics on employment and welfare outcomes.

The eight selected countries display similarities: a u‐shaped pattern of employment rates of older workers (55‐64 years old) over the last 40 years, with an increase since the mid 1990s, the later exit of higher educated workers and the higher prevalence of non‐standard employment contracts among older workers. On the other hand, considerable disparities can be observed regarding the gender gap in employment rate, current employment rates, self‐employment and part‐time employment among older workers.

Specific questions will be more acute with the effective postponement of retirement: increasing inequalities between groups of older workers, increasing uncertainty about the age of retirement, the way to keep lower educated workers in their jobs, sustainable working conditions, increasing risks of age discrimination, and impact of care of older relatives.

This paper offers a synthetic overview with a special attention paid to the main features of the countries’ exit patterns at the end of the working life, the prevailing public policies and the specificity of the different national employment and societal models.

The purpose of this study is to provide the estimates of returns to schooling using consistent methodology and comparable set of data for a long time horizon for a country undergoing economic transition. Second, the paper aims to verify if returns to schooling in Poland were pro-cyclical or counter-cyclical.

The paper is based on the human capital theory in estimating the wage returns to years of schooling controlling additionally for unemployment rates at a regional level. Data come from a collection of Polish individual LFS waves for the period 1995–2017.

Returns to schooling in Poland were increasing until 2006 and declining afterwards unveiling the supply side effects domination. The estimates suggested counter-cyclicality of returns in Poland.

Using LFS data made it impossible to control for ability bias therefore it is possible that the estimates are somewhat biased (the literature however suggests that the extent of the bias is likely to be small). It might still be argued that using consistent methodology for the whole period of analysis still offers valuable insight into returns evolution.

This paper finds a reversal of returns trend after 2006 suggesting the period after accession to EU exhibited a supply side effect domination. The findings on counter-cyclicality of returns to education in Poland have not yet been documented in the literature.