Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway.

Mastekaasa, Arne

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Title: Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway

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Title:	Gender Differences in Educational Attainment: The Case of Doctoral Degrees in Norway
Authors:	Mastekaasa, Arne
Descriptors:	Gender Discrimination; Doctoral Degrees; Foreign Countries; Student Recruitment; Educational Attainment; Gender Differences; Equal Education; Graduate Students; Student Characteristics
Source:	British Journal of Sociology of Education, v26 n3 p375-394 Jul 2005
More Info: Help Peer Reviewed:	Yes
Publisher:	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Date:	2005-07-00
Pages:	20
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981-1996, separate event history analyses are carried out of recruitment to and completion of doctoral studies. Multilevel models are used to take both differences among individuals and among educational fields into account. With regard to "recruitment," a moderate gender difference is partly accounted for by men's higher grades. Children have no impact for either gender. The remaining gender difference could be due to discrimination, but the fact that this difference is not larger in predominantly male fields is an argument against this. There is no overall gender difference in completion probabilities. Men, however, seem more likely to drop out of their studies in applied fields, probably due to attractive opportunities in the non-academic labour market.
Abstractor:	Author
Reference Count:	31

Note:	N/A
Identifiers:	Norway
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0142-5692
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=H3146124Q7L47416

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