Formative and Labour Trajectories of Women Teachers

Author(s):

Gutiérrez-Esteban Prudencia(presenting / submitting)

Conference:

ECER 2012

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 06 B, Employability and Transition to Work of Higher Education Graduates

Parallel Paper Session

Time:

2012-09-19

15:30-17:00

Room:

FFL - Aula 2

Chair:

Mariana Gaio Alves

Contribution

Although women reach a higher average in academic results than men, they have a higher unemployment rate and spend more time in their transitions, as Salas-Velasco’s (2007: 336) study demonstrates: “Females are less likely to find their first job in less than 18 months compared with men”.

The wide range in the proportion of women across their labour situation in comparison with men, does not show them as having a successful situation after studying at university. This has produced “extra qualified” women, that is, a disparity between posts in jobs and qualifications, so that qualified training and labour activity are not connected (González Suárez-Bustamante, 2003), while as García-Aracil (2007) shows occupational titles have little explanatory power in getting jobs or posts by females graduates despite this extra qualification.

Moreover, it is found, mainly in the case of women, that graduates with children have longer transitions than those who have none, whereas just the opposite occurs with men. The same occurs with having a partner or being married; these graduates experience shorter durations in relation to single ones, according to Salas-Velasco (2007), although the marital status specifically benefits male graduates more than female, García-Aracil (2007).

As regards the academic and training level of women and men, women are required to do continuous training during their professional career but they must also harmonize their family and home duties

Method

We use a quantitative methodology based on a questionnaire (using both close and open questions). These data are obtained with a questionnaire to teacher training studies graduate students. he sample was composed of 1442 people (44, 51%) of the population (3172 people). The sample is proportionally stratified by studies speciality (within Teacher training degree), graduation year (1995-2002) and sex (women-men).

Expected Outcomes

It seems that these differences in equality of opportunities for men and women become more noticeable in situations “typical of maternity” and care duties of other people. However, the majority of people who answered the questionnaire said that they did not to have to care for people to care (69% women and 15% men), followed by those who only hads “One person to car fore” (8,13% women and 1,82% men), “Two persons” (2,81% women and 0,70% men) and “Three” (0,98% only women). Surprisingly, when graduates are not entirely satisfied with their current job, women implicitly claimdeclare to choose it forby reasons related to harmonization with care duties, as in the case of “It allows me split shift(working day)” in the 40% of women and 0% men. In addition, the 20% of women affirm they continued in the job did it because “Allows me to answer family responsibilities” (0% of men) and “It allows me to work close home” (26, 7% of women and 0% of men). Men by their own, adduce more professional causes, as “It is according to my training” (50% and 20% of women) and “It offers good prospects” (50% and 6.7% of women).

References

García-Aracil, A. (2007). “Gender earnings among young European Higher Education Graduates”. Higher Education (2007), 53: 431-455. González Suárez-Bustamante, A. (2003). “Algunas reflexiones sobre el futuro del empleo”. In Ordóñez. M. (coord.) (2003): Las nuevas fronteras del empleo. Madrid: Pearson Educación-Aedipe. Pp. 22-42 Graham, J. and Smith, S. (2005). “Gender differences in employment and earnings in science and engineering in the U.S.”. Economics of Education Review, Vol. 24, Issue 3, June 2005, pp. 341-354. Gustafsson, S. (2000). Gender and the labour market econometric evidence of obstacles to achieving gender equality. Houndmills (Basingstoke), Macmillan Press. Holt-Baines, M. J. (2005). Career expectations and graduates earnings a comparison of dentistry and sociology students. Manchester, University of Manchester (UK). Mañeru, A. y Grañeras, M. (coord.) (2004). Mujeres en cargos de representación en el sistema educativo. Madrid: Instituto de la Mujer/CIDE. Richardson, P. y Watt, H. (2005). "I´ve decided to be a teacher: Influences on career change”. Teaching and Teacher Education, 21 (5,), 475-489. Rodríguez, Mª C., Vicente Peña, J., Fernández, C. Mª. and Viñuela, Mª P. (2006). “Gender discourse about an ethic of care: nursery schoolteachers' perspectives”. Gender and Education, 18 (2), 183-197. Salas-Velasco, M. (2007). “Private returns to an university education: An instrumental variables approach”. Higher Education, 51, 411-438.

Author Information

Gutiérrez-Esteban Prudencia (presenting / submitting)

University of Extremadura, Spain

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.