Occupational Gender Segregation in the light of the Segregation in Education: A Cross-National Comparison

The main aims of this article are to conduct a cross-national comparison of levels of occupational gender segregation and to examine the relation between the level of occupational gender segregation and gender segregation in education (both vertical and horizontal). The analyses include 18 European countries covered by the European Social Survey (ESS) conducted in 2004. The comparison pays a special attention to the position of the Czech Republic and differences and similarities between the EU-15 countries and the new EU member states, i.e. post-socialist countries.gender segregation ; occupational segregation ; cross-national segregatio

The notion of social class in Czech political discourse

The article studies the discourse on social class that emerged around the Czech parliamentary election of 2010. The authors look at Czech discourse from the perspective of the wider discussion about the role that the notion of class plays in post-communist societies. While some researchers argue that social class is absent as a category within post-communist political discourse, other researchers report the existence of derogatory discourse on the lower classes and even consistent symbolic boundaries between classes. This analysis contributes to the discussion by offering recent evidence of both the rejection and the use of class-based classification in the discourse. The authors argue that the rejection of the notion of class goes hand in hand with the symbolic division of society into class-like groups. They illustrate how these divisions are tied to the idea of a legitimate political subjectivity and conclude by noting similarities to contemporary ‘Western’ discourse on social class

Faktory podmiňující vzdělanostní aspirace a vzdělanostní segregaci dívek a chlapců v českém vzdělávacím systému

The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys & girls in the Czech Republic & vertical inequality in the Czech education system. Drawing on Mateju & Strakova's monograph Unequal Chances in Education, the authors enhance the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender & the theoretical & empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarize the research to date on gender segregation in the education system, & then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju & Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys & girls, it does have an effect on some aspects of the resulting segregation of the education system & thus on a student's choice of secondary school

Trends in Educational Assortative Mating in Post-Socialist Central Europe: Czech Republic, Slovakia, Poland, and Hungary Between 1988 and 2000

This article analyzes trends in educational homogamy in the Czech Republic, Slovakia, Poland and Hungary from 1988 to 2000. Our initial hypothesis is that educational homogamy strengthened in post-socialist countries as a result of changing socio-economic conditions during the post-communist transformation. We argue that people’s behavior changes in reaction to a new socio-economic environment where risks associated with a poor marital match are more pronounced. We analyze key statistical data on all new marriages in the years 1988, 1991, 1994, 1997 and 2000 in each country. Log-linear and log-multiplicative models led to the rejection of our initial hypothesis. Between 1988 and 2000 educational homogamy remained low and constant in the Czech Republic and high and constant in Poland, whereas it increased slightly in Hungary and rather significantly in Slovakia. The article concludes with a discussion of some possible explanations of these varied trends in educational homogamy with regards to changes in demographic as well as social mobility processes in former socialist countries during the 1990s

Trends in Educational Assortative Mating in Post-Socialist Central Europe: Czech Republic, Slovakia, Poland, and Hungary Between 1988 and 2000

This article analyzes trends in educational homogamy in the Czech Republic, Slovakia, Poland and Hungary from 1988 to 2000. Our initial hypothesis is that educational homogamy strengthened in post-socialist countries as a result of changing socio-economic conditions during the post-communist transformation. We argue that people’s behavior changes in reaction to a new socio-economic environment where risks associated with a poor marital match are more pronounced. We analyze key statistical data on all new marriages in the years 1988, 1991, 1994, 1997 and 2000 in each country. Log-linear and log-multiplicative models led to the rejection of our initial hypothesis. Between 1988 and 2000 educational homogamy remained low and constant in the Czech Republic and high and constant in Poland, whereas it increased slightly in Hungary and rather significantly in Slovakia. The article concludes with a discussion of some possible explanations of these varied trends in educational homogamy with regards to changes in demographic as well as social mobility processes in former socialist countries during the 1990s