Horizontális és vertikális szegregáció az oktatásban nemek szerint

Bár a nők sok tekintetben elérték az egyenlőséget az oktatásban, a horizontális és vertikális szegregáció még mindig hátrányos helyzetbe hozza őket. A horizontális szegregáció szerint a nők eltérő képzési területeken tanulnak, amit a munkaerőpiac kevésbé értékel, a vertikális szegregáció szerint pedig arányuk kisebb az oktatás legfelsőbb szintjein (PhD képzés, egyetemi oktatók), ami szintén az alacsonyabb keresetek egyik forrása. A tanulmány a „Regionális egyetem” kutatás adatai segítségével vizsgálja a felsőoktatásban nemek szerint jelen lévő horizontális és vertikális szegregáció egy-egy szeletét, emellett megnézzük azt is, hogy a „nőies” és „férfias”, illetve az egyetemi és főiskolai karokon milyen a fiúk és lányok társadalmi háttere

Gender Inequalities in Higher Education: Evidence from the “Partium” Region

In this paper, the vertical segregation in tertiary education is investigated by gender (the percentage of boys and girls in Bachelor’s and Master’s training is compared) first. Then the differences in social mobility are examined by gender in higher education. Finally, the acquired cultural capital of students is compared by gender. The research is based on new quantitative empirical research in a borderland Central - Eastern - European region, called “Partium”. Our results show that the vertical segregation at the two stages of tertiary education can not be detected, and the advantage of girls in participation is even larger in Master’s training than in Bachelor’s training in the “Partium” region. Furthermore, girls’ social mobility is higher at both stages of the training (but in Master’s training their advantage is slightly smaller). Finally, the girls’ acquired cultural capital is superior to the boys’ in accordance with the literature (but boys are in the lead in using ICT). Overall, our results show that boys are in a disadvantageous situation in tertiary education concerning several aspects

Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern European Region called ‘Partium’

In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ‘The Impact of Tertiary Education on Regional Development’ project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ‘male-dominated’ majors, both women and men identify themselves with more traditional attitudes and that with ‘female-dominated’ majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ‘regular financial problems in the family’ also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not