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Class-based inequality and higher education achievement in Europe: the role of gender and class

Class-based inequality and higher education achievement in Europe: the role of gender and class Against the recent reversal of the gender gap in higher education that has been observed in many countries, this paper aims to explore why there are better chances for lower social class women to access higher education than for higher social class women in a relative comparison with the same groups of men. Based on the occupational approach and the Breen–Goldthorpe model, we demonstrate those country conditions under which stratification in individual chances to obtain higher education is more severe.Design/methodology/approachWe use contextual characteristics which capture gender-based and occupational differentiation, including female labour force participation, the share of females in the service sector, and the share of males in upper-secondary vocational education. By using multilevel modelling techniques and data provided by the European Social Survey (2002–2018) for 33 countries, we have made a cross-country analysis of how the relationship between gender and class, as well as the achievement of higher education, is moderated by these features.FindingsOur results show that a higher share of males in upper secondary vocational education in a given country is negatively associated with the likelihood of obtaining higher education, whereas a high share of females employed in services in a given country has a positive association with this likelihood. We have also found cross-level interactions between a higher share of employed females and women in the service sector, on the one hand, and those of working-class origin, on the other, that are positively associated with higher education achievement. In higher education achievement, the growing importance of horizontal differentiation based on occupation and gender has accompanied the declining power of vertical inequality based on social class.Originality/valueThis study combines gender and class in an analysis of patterns of inequalities of educational opportunity in different societies undergoing a post-industrialist shift. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sociology and Social Policy Emerald Publishing

Class-based inequality and higher education achievement in Europe: the role of gender and class

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References (77)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0144-333X
DOI
10.1108/ijssp-02-2024-0074
Publisher site
See Article on Publisher Site

Abstract

Against the recent reversal of the gender gap in higher education that has been observed in many countries, this paper aims to explore why there are better chances for lower social class women to access higher education than for higher social class women in a relative comparison with the same groups of men. Based on the occupational approach and the Breen–Goldthorpe model, we demonstrate those country conditions under which stratification in individual chances to obtain higher education is more severe.Design/methodology/approachWe use contextual characteristics which capture gender-based and occupational differentiation, including female labour force participation, the share of females in the service sector, and the share of males in upper-secondary vocational education. By using multilevel modelling techniques and data provided by the European Social Survey (2002–2018) for 33 countries, we have made a cross-country analysis of how the relationship between gender and class, as well as the achievement of higher education, is moderated by these features.FindingsOur results show that a higher share of males in upper secondary vocational education in a given country is negatively associated with the likelihood of obtaining higher education, whereas a high share of females employed in services in a given country has a positive association with this likelihood. We have also found cross-level interactions between a higher share of employed females and women in the service sector, on the one hand, and those of working-class origin, on the other, that are positively associated with higher education achievement. In higher education achievement, the growing importance of horizontal differentiation based on occupation and gender has accompanied the declining power of vertical inequality based on social class.Originality/valueThis study combines gender and class in an analysis of patterns of inequalities of educational opportunity in different societies undergoing a post-industrialist shift.

Journal

International Journal of Sociology and Social Policy – Emerald Publishing

Published: Sep 26, 2024

Keywords: Gender; Social class; Higher education achievement; European Social Survey; Cross-country analysis

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