WGSRN: Gender Equality in Education & Employment (Sub-Topic)最新文献

{"title":"Gender and Economic Equality & Women's Economic Empowerment","authors":"R. Murthy","doi":"10.2139/ssrn.3944115","DOIUrl":"https://doi.org/10.2139/ssrn.3944115","url":null,"abstract":"The Global Gender Gap report 2020 points to the fact that gender gaps in the economic sphere have widened over the years, both globally and in India. There is a need to conceptualise and analyse progress on gender and economic equality and empowerment of women (GEEEW) in the Indian context, and examine if commitments in this regard under the Convention on Elimination of all Forms of Discrimination Against Women (CEDAW), Beijing Platform for Action (PFA) and Sustainable Development Goals (SDGs) are likely to be met. Further, pathways forward for India to achieve GEEEW need to be identified.","PeriodicalId":276769,"journal":{"name":"WGSRN: Gender Equality in Education & Employment (Sub-Topic)","volume":"546 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116246311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"¿Hombres \"cracks\" y mujeres \"amables\"? Sesgos de género en encuestas de profesores (“Smart” Men and “Kind” Women? Gender Bias in Student Evaluations of Teaching","authors":"Nicolás Urdaneta Andrade","doi":"10.2139/ssrn.3919797","DOIUrl":"https://doi.org/10.2139/ssrn.3919797","url":null,"abstract":"Spanish Abstract: Este artículo estudia la existencia de sesgos de género en las evaluaciones de docencia de una universidad en Colombia. Para esto, se utiliza un modelo de regresión lineal con efectos fijos de estudiante y que controla por características de los estudiantes, profesores y los cursos. Se encuentra que, en promedio, las profesoras de planta reciben evaluaciones 0.07 desviaciones estándar menores que sus pares masculinos. Mientras que, no hay diferencias por género entre asistentes graduados ni profesores de cátedra. Sin embargo, las heterogeneidades son amplias. En cursos con profesores de 35-55 años, con más de 50 estudiantes, o entre menor sea la fracción de estudiantes mujeres, las profesoras son penalizadas más fuertemente. En estos casos se encuentran sesgos entre 0.1-0.2 desviaciones estándar y representan el 40% de las evaluaciones. Adicionalmente, las mujeres tienden a ser descritas con palabras relacionadas a características personales (\"amable\" o \"comprensiva\") y los hombres con temas asociados al curso o con adjetivos positivos (\"tema\", \"parcial\", \"crack\"). A partir de lo anterior, se proponen medidas que disminuyan los sesgos en los estudiantes y un análisis de las evaluaciones consciente de las diferencias por género. English Abstract: This paper studies the existence of gender bias in the student evaluations of teaching at a university in Colombia. For this, I use a linear regression with student fixed effects that also accounts student, instructor and course characteristics. I find that, on average, full-time female professors receive evaluations lower in 0.07 standard deviation than male professors. Meanwhile, there are no gender differences among adjunct professors or teacher assistants. Nevertheless, there is ample heterogeneity. In course with professors with 35-55 years old, with more than 50 students, or with a smaller share of female students, female professors are penalized the most. In such cases I find t hat biases h ave a magnitude a bout 0 .1-0.2 standard deviations and represent 40% of all evaluations. Additionally, women are mostly described with words related to personal characteristics (“kind” or “comprehensive”) and men are associated with course-related topics or positive adjectives (“topic”, “exam”, “smart”). Based on the results found, I propose measures to reduce bias in students and that allow an analysis on the evaluations to take into account the gender differences.","PeriodicalId":276769,"journal":{"name":"WGSRN: Gender Equality in Education & Employment (Sub-Topic)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132445738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is Gender Destiny? Gender Bias and Intergenerational Educational Mobility in India","authors":"M. Emran, Han-Ling Jiang, Forhad Shilpi","doi":"10.2139/ssrn.3812417","DOIUrl":"https://doi.org/10.2139/ssrn.3812417","url":null,"abstract":"We incorporate gender bias against girls in the family, school and labor market in a model of intergenerational educational mobility. The standard linear mobility equation is derived under constant returns, but it generates implausible predictions such as son preference has no impact on relative mobility. With diminishing returns, the mobility equation is concave, and parental bias affects both relative and absolute mobility. Mobility and investment equations from the model are estimated for India using data not truncated by coresidency. Evidence rejects the linear model in favor of a concave relation. The linear model misses important heterogeneity and yields misleading conclusions such as no son preference in rural India. Daughters of uneducated fathers are doubly disadvantaged: they face lower relative and absolute mobility in rural and urban India. The gender gap closes in urban India when the father is college educated, but not in rural areas. The college educated urban households achieve gender convergence despite persistent bias against the daughters in educational expenditure. The evidence interpreted in terms of the theoretical insights suggests a larger impact of parental nonfinancial inputs on girls, and a higher incidence of selective abortions in the urban areas are important for understanding the rural-urban differences.","PeriodicalId":276769,"journal":{"name":"WGSRN: Gender Equality in Education & Employment (Sub-Topic)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114196902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Less School (Costs), More (Female) Education? Lessons from Egypt Reducing Years of Compulsory Schooling","authors":"A. Elsayed, O. Marie","doi":"10.2139/ssrn.3637898","DOIUrl":"https://doi.org/10.2139/ssrn.3637898","url":null,"abstract":"Exploiting a unique policy reform in Egypt that reduced the number of years of compulsory schooling, we show how it unexpectedly increased education attainment as more students chose to complete the next school stage. This impact is almost entirely driven by girls from more disadvantaged households. Treated women later experienced important positive improvements in labor market opportunity and marriage quality, as measured by bride price received and household bargaining power. We attribute the increased investment in daughters’ human capital to changes in the behavior of credit-constrained families facing reduced school costs combined with strongly non-linear returns to female education.","PeriodicalId":276769,"journal":{"name":"WGSRN: Gender Equality in Education & Employment (Sub-Topic)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124026318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Return of Investment on Tertiary Education in Malaysia","authors":"John Taskinsoy","doi":"10.22610/JEVR.V3I6.67","DOIUrl":"https://doi.org/10.22610/JEVR.V3I6.67","url":null,"abstract":"This paper examines the rate of return on higher education to first degrees, master's degrees, and PhDs in Malaysia using previously published data. The purposes of this research are to study and identify whether or not there is a direct link between tertiary education and wages. Barbara Ischinger, Director for Education, points out ''Education has always been a critical investment for the future, for individuals, for economies and for societies at large.'' 1 John F. Kennedy once said; ''Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.''2 A common belief existing in all societies suggests that tertiary education degree actually provides great pay-off to the beneficiary. According to the results of some recent surveys on this topic, students in general seem to agree with this common belief that they will have positive returns immediately after graduation.","PeriodicalId":276769,"journal":{"name":"WGSRN: Gender Equality in Education & Employment (Sub-Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130368881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}