Session Information
ERG SES B 04, Interactive Poster Session
Parallel Poster Session
Contribution
The proportion of women among the graduate european educational sciences is at about 80 percent. This gender ratio is almost reversed in a typical career course up to the A-grade-professorship and leadership positions in an educational academic field. In Germany, 71 percent of these positions are held by men – with a ratio of male graduates of 22.5 percent [1]. The gender difference is allocating professorships in subjects with a high ratio of female students such as educational science particularly pronounced [2].This effect is not shown in the case of a reversed gender constellation [3;4]. The Scandinavian countries and especially Norway are considered as pioneering countries concerning gender equality [5]. Nevertheless 74 percent of the A-grade professorships in Norway are held by men [6] The mechanisms of the feminised subjects are apparently more efficient than the measures of gender equalisation. This phenomenon which still is a research desideratum will be researched in this paper.
Research questions: Which factors motivate education scientists holding a PhD or a postdoctoral qualification to decide against a “classical” tenure track leading to a professorship and a leadership? Which role does gender play? To what extent can gender differences be found in international comparison? Which conclusion can be drawn for the “feminised” subjects?
The Theoretical approach is based on decision theories according to Boudon, Esser and Gigerenzer, the habitus-theory/capital-theory according to Bourdieu, the strategic fit concept according to Friebertshäuser and the competence learning-theory according to Rychen and Salganik.
Method
Expected Outcomes
References
[1] K.-J. Tillmann, T. Rauschenbach, R. Tippelt and H. Weishaupt, Datenreport Erziehungswissenschaft 2008, Barbara Budrich, Opladen, 2008. [2] I. Lind and A. Löther, “Chancen für Frauen in der Wissenschaft – eine Frage der Fachkultur? – Retrospektive Verlaufsanalysen und aktuelle Forschungsergebnisse“, Revenue suisse des sciences de l`éducation; 2007, pp. 249-272. [3] I. Lind, Aufstieg oder Ausstieg? Karrierewege von Wissenschaftlerinnen – Ein Forschungsüberblick, Kleine Verlag, Bielefeld, 2004. [4] Bund-Länder-Kommission, Frauen in Führungspositionen an Hochschulen und außerhochschulischen Forschungseinrichtungen, self-published, Bonn, 2008. [5] M. Teigen, “Die norwegische Gender-Politik: Quoten und aktive Förderung”, WSI-Mitteilungen, 2009, pp. 138-143. [6] World Economic Forum, “Gender Gap Index 2010”, http://www.weforum.org/issues/global-gender-gap, retrieved on 2011-12-20. [7] B.G. Glaser and A.L. Strauss, Grounded Theory, Huber, Bern, 1998. [8] A. Witzel, Verfahren der qualitativen Sozialforschung, Campus, Frankfurt a.M. and New York, 1982.
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