Heiniger Melina, Imdorf Christian
1Institute of Sociology, University of Bern, Fabrikstrasse 8, 3012 Bern, Switzerland.
2Department of Sociology and Political Science, Norwegian University of Science and Technology NTNU, Dragvoll, 7491 Trondheim, Norway.
J Labour Mark Res. 2018;52(1):15. doi: 10.1186/s12651-018-0248-6. Epub 2018 Dec 11.
Previous comparative research has uncovered considerable cross-country differences in occupational gender segregation. There is, however, a lack of research on the role of educational systems in the creation of gender segregation and gendered school-to-work transitions. The aim of this study is to investigate the role of vocational education and the strength of the education-employment linkage in the transmission of horizontal gender segregation from education into the labour market. Transition system literature points to a stronger linkage between education and employment in countries where initial vocational education and training dominates the educational offers, and to a weaker linkage in countries with a stronger focus on general education. Moreover, research on gender segregation in education shows that segregation is especially pronounced in educational systems with a strong vocational education and training sector on the upper secondary level. Based on these insights, we hypothesize that gender segregation in education and its transmission to employment is more pronounced the more distinct a country's initial vocational education and training system is. To test our assumption, we compare individual school-to-work transitions in Switzerland and Bulgaria, with the vocational principle being more prevalent in the structuring of Swiss educational offers. We use data from the Swiss Youth Panel Survey TREE (N = 3215) and the Bulgarian School Leaver Survey BSLS (N = 885). Following recent developments in multi-group segregation research, entropy-based measurements are calculated to study the school-to-work linkages and the transmission of gender segregation in the two select countries. The empirical results confirm a more pronounced educational gender segregation in Switzerland, which is transferred more strongly into the labour market due to the tighter linkage in that country between education and employment compared to Bulgaria.
以往的比较研究发现，职业性别隔离在不同国家之间存在显著差异。然而，关于教育系统在造成性别隔离以及从学校到工作的性别化过渡中所起作用的研究却很匮乏。本研究的目的是调查职业教育的作用以及教育与就业联系的强度在水平性别隔离从教育向劳动力市场传递过程中的作用。转型系统文献指出，在初始职业教育和培训主导教育供给的国家，教育与就业之间的联系更强；而在更注重普通教育的国家，这种联系则较弱。此外，关于教育领域性别隔离问题的研究表明，在高中阶段职业教育培训部门强大的教育系统中，隔离现象尤为明显。基于这些见解，我们假设一个国家的初始职业教育和培训体系越独特，教育中的性别隔离及其向就业的传递就越明显。为了检验我们的假设，我们比较了瑞士和保加利亚个人从学校到工作的过渡情况，职业原则在瑞士教育供给结构中更为普遍。我们使用了瑞士青年小组调查TREE（N = 3215）和保加利亚离校生调查BSLS（N = 885）的数据。根据多群体隔离研究的最新进展，我们计算了基于熵的测量指标，以研究这两个选定国家从学校到工作的联系以及性别隔离的传递情况。实证结果证实，瑞士的教育性别隔离更为明显，由于该国教育与就业之间的联系比保加利亚更为紧密，这种隔离更强烈地传递到了劳动力市场。
