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The gender-gap reversal in tertiary education and its implications for inequality of educational opportunity in European countries

100%

Katrňák T.

Sociologický časopis. Czech Sociological Review

2024

tom 60

nr 6

551-576

Tertiary education has expanded in European countries since 2000. One consequence of this expansion is the growth of the gender-gap reversal (GGR), in which proportion of women in tertiary education is increasing faster than that of men. This article deals with the historically new gender arrangement of tertiary education. It answers the question of whether GGR, as part of educational expansion, means different gender trends in inequality of educational opportunity (IEO) by educational origin in the tertiary education transition. The author analyzed European Social Survey (ESS) data on the 25–34 age group from 20 European countries over five rounds (2002, 2006, 2010, 2014 and 2018). A three-level (random) binary logistic regression model was used to cover individual variables by period by country. The results show that the recent educational expansion has slightly weakened the IEO in tertiary education transition and that it is significantly different for men and women. Gender is important in IEO in a time of GGR. The author discusses what the empirical results mean for the theory of maximally maintained inequality (MMI), which is used in social stratification research as a general explanation for persistent inequality in a time of educational expansion.

Finanční a nefinanční návratnost vzdělání v době vzdělanostní expanze v České republice

88%

Doseděl T. , Katrňák T.

Sociologický časopis. Czech Sociological Review

2017

tom 53

nr 5

693-718

The article explores returns to education during a period of educational expansion in the Czech Republic. The authors analyse the consequences of the educational expansion that occurred between 2000 and 2014 and its effect on economic and non-economic returns to education. The number of people with a university degree almost doubled between 2000 and 2014 in the Czech Republic. It is analysed whether this caused an inflation of education at the Czech labour market, or whether highly educated people are still employable in prestigious and well-paid jobs due to technological changes. The data used in the analysis are drawn from the Czech Labour Force Survey and the Survey of Average Earnings in the Czech Republic. Both sources support the theory of technological change over the theory of inflation of education. In the Czech Republic, returns to education did not decrease but slightly increased during the period analysed. The Czech labour market is undergoing technological changes. It is therefore not yet sufficiently saturated with university-educated employees and it was capable of offering them jobs with appropriate socioeconomic status, adequate job security, and a substantially higher salary both during and after the period of educational expansion.

Is education becoming a weaker determinant of occupation? Educational expansion and occupational returns to education in 30 European countries

75%

Katrňák T. , Doseděl T.

Sociologický časopis. Czech Sociological Review

2019

tom 55

nr 6

821-851

This article examines the relationship between education and occupation over the course of educational expansion. The authors analyse European Union Labour Force Survey (EU-LFS) data from 2014, 2015, and 2016 from 30 European countries and work with 12 graduated cohorts defined by the year in which they left the education system (2003–2014). They use a multilevel model approach and measure education in both absolute and relative terms. The results show that during the time of educational expansion there was no change in the relationship between education and occupation if education is conceptualised in absolute terms. However, a change in this relationship is visible when education is conceptualised as a positional good. Many previous studies that have posed a similar research question did not consider study field. The results here show that the role of study field changed during this time of educational expansion, with natural science, computer, and IT study fields growing stronger than other fields of study. The authors interpret the strengthening of education as a positional good in reference to the theory of skill-biased technological change.

Graduate Labor Mismatch in Poland

63%

Kucel A. , Vilalta-Buffi M.

Polish Sociological Review

2012

tom 179

nr 3

413-430

This paper investigates education-labor mismatch for university graduates in Poland using the HEGESCO survey. Mismatch refers to the level of discord between the job performed by an individual and its education and skills. We evaluate three different dimensions of mismatch: vertical (under-/overeducation), horizontal (wrong field of study for the job performed), and skills mismatch (under-/overskilled). We discuss our results in the light of the large increase in the demand for tertiary education as well as in the number of tertiary education institutions that occurred in Poland after the transition process from communism to market economy.