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Women tend to be segregated into different subspecialties than men within male-dominated occupations, but the mechanisms contributing to such intra-occupational gender segregation remain obscure. In this study, I use data from an online recruiting platform and a survey to examine the hiring mechanisms leading to gender segregation within software engineering and development. I find that women are much more prevalent among workers hired in software quality assurance than in other software subspecialties. Importantly, jobs in software quality assurance are lower-paying and perceived as lower status than jobs in other software subspecialties. In examining the origins of this pattern, I find that it stems largely from women being more likely than men to apply for jobs in software quality assurance. Further, such gender differences in job applications are attenuated among candidates with stronger educational credentials, consistent with the idea that relevant accomplishments help mitigate gender differences in self-assessments of competence and belonging in these fields. Demand-side selection processes further contribute to gender segregation, as employers penalize candidates with quality assurance backgrounds, a subspecialty where women are overrepresented, when they apply for jobs in other, higher-status software subspecialties.

\"Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence -- individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession -- and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2007.

Recent gender scholarship speculates that occupational sex segregation is reproduced in large part through the gendered, self-expressive career decisions of men and women. This article examines the effects of college students' expression of their self-conceptions on their likelihood of entering occupations with a high or low proportion of women and theorizes the consequences of this mechanism for gender inequality. The author uses unique longitudinal data on students from four U.S. colleges to examine how the gender composition of students' field at career launch is influenced by their earlier self-conceptions. Students with emotional, unsystematic, or people-oriented self-conceptions enter fields that are more 'female,' even net of their cultural gender beliefs. Results suggest that cultural ideals of self-expression reinforce occupational sex segregation by converting gender-stereotypical self-conceptions into self-expressive career choices. The discussion section broadens this theoretical framework for understanding the role of self-expression in occupational sex segregation and notes the difficulty of addressing this mechanism through social or policy actions. Adapted from the source document.

Before the pandemic, many employers were hesitant to offer their employees the option of working from home. However, remote working has been widely adopted during the pandemic as one of the key methods of controlling the spread of the virus. The measure encountered a widespread acceptance and it is likely that the demand for work from home as a flexible work arrangement will persist also after the pandemic has ended. Although numerous studies have addressed the role of remote work during this crisis, as of yet we lack thorough research jointly addressing the question on how occupations/job characteristics on the one hand and family/household responsibilities on the other are associated with the propensity of working from home, and how gender cuts across those aspects. Using the COVID-19 survey of the German Family Panel ( pairfam ), covering the peak of the first wave of the pandemic in 2020, together with information from pairfam panel waves conducted before the pandemic, as well as a special evaluation of the 2019 German Labor Force Survey, we are able to address this gap. Employing linear probability models on a sample of 1,414 men (N = 641) and women (N = 773), our results show that occupational traits, especially the gender composition of an occupation, are an important predictor for working from home. Women employed in female-dominated occupations are less often in a position to work from home. Furthermore, our study confirms that it is particularly the highly educated, as well as those who work in high-prestige occupations, who are able to work from home. Family configurations and care obligations are less influential upon the transition to homeworking, even in times of an unprecedented situation of school and daycare closures and increased parental responsibilities for children’s (early) education.

In this article, we develop a gender-specific crosswalk based on dual-coded Current Population Survey data to bridge the change in the census occupational coding system that occurred in 2000 and use it to provide the first analysis of the trends in occupational segregation by sex for the 1970-2009 period based on a consistent set of occupational codes and data sources. We show that our gender-specific crosswalk more accurately captures the trends in occupational segregation that are masked using the aggregate crosswalk (based on combined male and female employment) provided by the U.S. Census Bureau. Using the 2000 occupational codes, we find that segregation by sex declined substantially over the period but at a diminished pace over the decades, falling by only 1.1 percentage points (on a decadal basis) in the 2000s. A primary mechanism by which segregation was reduced was through the entry of new cohorts of women, presumably better prepared than their predecessors and/or encountering less labor market discrimination; during the 1970s and 1980s, however, occupational segregation also decreased within cohorts. Reductions in segregation were correlated with education, with the largest decrease among college graduates and very little change in segregation among high school dropouts.

This study examines whether premature termination of vocational education and training (VET) is more likely when trainees have to make compromises between their realistic occupational aspirations and the occupation for which they are trained in terms of the occupational dimensions of gender type, prestige, and occupational interests. Specifically, it examines the relative importance of the three compromise dimensions on premature VET termination. The study is based on a sample of 3,241 VET entrants from a cohort of ninth graders in 2010 in the German National Educational Panel Study (NEPS-SC4) in combination with aggregated data on occupational characteristics. Results from discrete hazard rate models indicate a higher risk of premature VET termination for trainees whose VET occupation differs from their realistic occupational aspiration from their school days. While compromises in prestige have no overall effect, both compromises in interests and gender type threaten the stability of VET. The results also indicate that compromises in interests have the strongest effect on the risk of premature VET termination and that the effects of compromises in gender type are partly mediated by the effects of compromises in interests. Furthermore, sensitivity analysis revealed that the main effects of compromises in gender type and prestige are gender specific.

In this paper, I study the role of gender-typical parental occupation for young adults’ gender-typical university major choice using data on a recent cohort of university students in Germany. Results show significant intergenerational associations between the gender typicality in parental occupation and young adults’ majors. As to why these effects occur, findings suggest that the transfer of occupation-specific resources from parents to their children plays an important role and that a transmission of gender roles explains at least some of the father-son associations. The paper contributes to existing literature by introducing a novel measure that operationalises the extent to which majors and occupations are ‘typically female’ or ‘typically male’ and by studying different transmission channels.

We consider the extent to which temporal shifts have been responsible for an increased tendency for females to sort into traditionally male roles over time, versus childhood factors. Drawing on three cohort studies, which follow individuals born in the UK in 1958, 1970 and 2000, we compare the shift in the tendency of females in these cohorts to sort into traditionally male roles compared to males, to the combined effect of a large set of childhood variables. For all three cohorts, we find strong evidence of sorting along gendered lines, which has decreased over time, yet there is no erosion of the gender gap in the tendency to sort into occupations with the highest share of males. Within the cohort, we find little evidence that childhood variables change the tendency for females of either the average or highest ability to sort substantively differently. Our work is highly suggestive that temporal shifts are what matter in determining the differential gendered sorting patterns we have seen over the last number of decades, and also those that remain today. These temporal changes include attitudinal changes, technology advances, policy changes and economic shifts.

This article describes a typological framework with axes relating to career and (non-work) relationship commitment to show how a specific cohort of women enact femininity(ies) in the context of the institutionalised practices that define science, technology, engineering and mathematics (STEM) as a masculine domain. Based on the accounts of 25 women in such disciplines in an Irish university, four types are identified: careerist femininity; individualised femininity; vocational femininity; and family-oriented femininity. All of these are constituted in relation to the meanings attached to the masculinist STEM career which performatively render women outsiders. The typology moves beyond the career/paid work and work/life dichotomies to encompass both the re-envisioning of career as vocation (Type 3) and the development of a highly individualised lifestyle orientation based on a high commitment to both (Type 2). It points to the variation, complexity and contradictions in how women do femininities in the academic STEM environment.

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers. Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of - and tied to - a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A \"gendered vocational identity\" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace. (DIPF/Orig.).