Educational presorting and occupational segregation Export

@article{citeulike:773340, abstract = {This article concentrates on the measurement of both occupational and educational segregation between men and women of the Dutch labour force. The majority of studies which have been conducted in this area are rather one-sided, concentrating on occupational segregation only. However, occupational segregation can be split into three components. The first component concerns presorting as a consequence of the different educational choices made by boys and girls. The second component concerns postsorting (given their educational status), as a result of the differing occupational choices and opportunities for promotion between men and women during their careers. If men and women with the same educational background are directed towards different occupations, then postsorting may add to the occupational segregation which was already induced by the earlier educational segregation. This kind of postsorting increases the gap between occupational and educational segregation. The third component, which we refer to as reintegration, is also a kind of postsorting but narrowing the gap between occupational and educational segregation. This occurs when men with a `male type' of education and women with a `female type' of education come together in one occupation. Given that educational segregation of the labour force is fixed in the short term, reintegration is the only effective, but probably difficult affirmative action program to reduce occupational segregation in the short term. More usual programs are ineffective and can even be counterproductive. A more detailed insight into these three components is relevant when choosing the policy instruments needed to achieve equal employment opportunities for men and women. The paper shows that from 1979 until 1993/1994 educational segregation increased, but occupational segregation decreased. Partly, this is explained by increased reintegration, but the main cause of these developments is a clear increase in presorting in education.}, author = {Borghans and L.}, citeulike-article-id = {773340}, citeulike-linkout-0 = {http://www.ingentaconnect.com/content/els/09275371/1999/00000006/00000003/art00009}, keywords = {career-choice, employment, equal-opportunities, gender, segregation}, month = {September}, pages = {375--395}, posted-at = {2006-07-25 17:01:00}, priority = {3}, title = {Educational presorting and occupational segregation}, url = {http://www.ingentaconnect.com/content/els/09275371/1999/00000006/00000003/art00009} }

TY - JOUR ID - citeulike:773340 L3 - citeulike-article-id:773340 N2 - This article concentrates on the measurement of both occupational and educational segregation between men and women of the Dutch labour force. The majority of studies which have been conducted in this area are rather one-sided, concentrating on occupational segregation only. However, occupational segregation can be split into three components. The first component concerns presorting as a consequence of the different educational choices made by boys and girls. The second component concerns postsorting (given their educational status), as a result of the differing occupational choices and opportunities for promotion between men and women during their careers. If men and women with the same educational background are directed towards different occupations, then postsorting may add to the occupational segregation which was already induced by the earlier educational segregation. This kind of postsorting increases the gap between occupational and educational segregation. The third component, which we refer to as reintegration, is also a kind of postsorting but narrowing the gap between occupational and educational segregation. This occurs when men with a `male type' of education and women with a `female type' of education come together in one occupation. Given that educational segregation of the labour force is fixed in the short term, reintegration is the only effective, but probably difficult affirmative action program to reduce occupational segregation in the short term. More usual programs are ineffective and can even be counterproductive. A more detailed insight into these three components is relevant when choosing the policy instruments needed to achieve equal employment opportunities for men and women. The paper shows that from 1979 until 1993/1994 educational segregation increased, but occupational segregation decreased. Partly, this is explained by increased reintegration, but the main cause of these developments is a clear increase in presorting in education. EP - 395 TI - Educational presorting and occupational segregation SP - 375 KW - career-choice KW - employment KW - equal-opportunities KW - gender KW - segregation AU - Borghans AU - L. UR - http://www.ingentaconnect.com/content/els/09275371/1999/00000006/00000003/art00009 ER -