Individual ideology has been affected by the social environment since birth. Through family, language, school, peer groups and the general public, the specific ideology is gradually formed into individuals’ own internalized personality and self-conception from very early ages. However, people of different characteristics in terms of gender, age, intelligence and physiological status experience different socialization process. Even living in the same culture and society, people's perspective and behavior will not be exactly the same. These different perspectives have a great influence of the preferences, behavior, job choices and gender segregation in the future as age growing.
England (2005) argued that socialization is an important factor contributes to the situation of occupational gender segregation. As England (2005) notes that socialization theory asserts ‘cultural transmission creates different preferences, interests, and aspirations in males and females.’ Therefore men and women show different preference for occupation and career path. It can be seen from young ages that boys and girls usually have very opposite interests. For example, most boys like outdoor activities like playing basketball while girls enjoying playing with dolls at home. In school most male students choose to study science or chemistry courses while female students prefer to study humanity subjects. This phenomenon in school is just like a pre-labor market in society.
Miller et al. (2004) suggested that young people’s decision of career is significantly impacted by the occupational segregation. Most studies showed that from very early ages children know what kind of jobs is either male-dominated or female-dominated. Both boys and girls learned that som...
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...r pay gap due to demand-side change is also an important issue of occupational gender segregation during a recession. Although the full-time pay gap between men and women seemed to be narrowed, it might because a large number of women were employed in public sector which provides higher salary for women (Rubery and Rafferty, 2013). If fewer women were protected by the public sector, they will be unable to get relatively high paid and the gender pay gap will be widened in the future. In order to encourage women to retain in the labor market, government may introduce new work-life policy. For example, public sector offers more good quality part-time employment for women who prefer to have flexible working hours and high paid at the same time. This policy aims to promote equal opportunities and reduce unemployment rate during recession time (Rubery and Rafferty, 2013).
Gender, as socially constructed differences between men and women and the beliefs and identities that support difference and inequality, is also present in all organizations (Gender & Society). It has been known that most women have continued to stick to the traditional jobs because it is just easier to do so. They do it to avoid any hardship in the work place and discrimination when applying for a job or working for a company. Non-traditional careers and jobs for woman are hard to find and when hired woman are segregated to the wage gap. Class relations in the workplace, such as supervisory practices or wage-setting processes, were shaped by gendered and sexualized attitudes and assumptions (Gender & Society). For example, in the work place managers were almost always men; the lower-level white-collar workers were always women (Gender &
Segregation is often a term overlooked by many in recent years, but still can have a detrimental effect on a country’s economy. Segregation often leads to poverty, which in turn, also has a negative effect on the economy, leading to a disadvantage in countries, particularly the United States and South Africa. Racial segregation is apparent in the United States and affects many cities, depending on the number of segments there are within a particular city. The effects of segregation cannot lie in the hands of one person, rather all the people that make an economy. In 1944, Gunnar Myrdal refers to racial segregation as “a basic term that has its influence in an indirect and impersonal way” (Massey, 1993). The following examples are how “simple increases in the rate of minority poverty leads to socioeconomic character of communities, which in turn leads to disadvantages caused by racial segregation” (Douglas, 1990).
Paula England in her article "Work for Pay and Work at Home: Women's Double Disadvantage" treats women's lives in our society. She presents us a double disadvantage in women's lives: disadvantage at work and disadvantage at home. A sex segregation exists. Almost all jobs are filled by one of the sexes. Because of socialization and employer's discrimination there is a gap in earnings between men and women. Also at home women do the bulk of child rearing and other work. Compared to 40 years ago the men have increased their contributions at home. Also sex segregation and the pay gap are reduced, but they still exist.
The contextual perspective focuses on factors that pre- dict variation in gender segregation across jobs, occupations, or firms (e.g., Bielby & Baron, 1986; Blau, 1977; Reskin & Roos, 1990). The cognitive perspective concentrates on how individual decision makers use gender when evaluating job applicants (e.g., Futoran & Wyer, 1986; Heilman, Martell, & Simon, 1988; Hitt & Barr, 1989). Although the cognitive perspec- tive does not directly examine gender segregation, it has clear implica- tions for segregation because the selection of men and women into dif- ferent jobs is a precondition for gender segregation. Specifically, we argue that decision makers' propensity to use gender as a basis for selection and promotion decisions varies across organizational contexts. A number of researchers have called for examinations of how organizational and individual fac- tors jointly affect individuals' workplace outcomes. For example, Cap- pelli and Sherer (1991: 90) argued that it is essential to link organizational context to individual outcomes by "finding mechanisms through which context can affect the
Young children are typically raised around specific sex-types objects and activities. This includes the toys that that are given, activities that they are encouraged to participate in, and the gender-based roles that they are subjected to from a young age. Parents are more likely to introduce their daughters into the world of femininity through an abundance of pink colored clothes and objects, Barbie dolls, and domestic chores such as cooking and doing laundry (Witt par. 9). Contrarily, boys are typically exposed to the male world through action figures, sports, the color blue, and maintenance-based chores such as mowing the lawn and repairing various things around the house (Witt par. 9). As a result, young children begin to link different occupations with a certain gender thus narrowing their decisions relating to their career goals in the future. This separation of options also creates a suppresses the child from doing something that is viewed as ‘different’ from what they were exposed to. Gender socialization stemming from early childhood shapes the child and progressively shoves them into a small box of opportunities and choices relating to how they should live their
bad, and that white lady listen to her. Willie Mae say she been there thirty-seven years and it’s the first time they ever sat at the same table together” (Stockett, 504).
Education is a potent institution used to reinforce gender differences. In our reading we found that children are much more likely to separate themselves at school in gender categories than in their neighborhoods. As Barrie Thorne points out in her book Gender Play, “Apart from age, of all the social categories of the students, gender was the most formally, and informally, highlighted in the course of each school day” (pg 34). I feel that many experiences in elementary school have reinforced my gender outlook. I spent much of my time in elementary school racing the boys and biting my nails to show I wasn’t scared to “break a nail” and never wearing a dress. Recess was a fight for me half the time. I didn’t like the connotation of being called a “girl.” Now I realize that I was trying to oppose the gender role I was expected to perform, yet eventually I grew out of that “phase” of fighting against the norm and joined the ranks of the girls. I moved from the field, to the bars and jump rope. I see now that the change I went through was just giving in to the reinforcement around me to be feminine. Instead of fighting against the grain, I chose the easy road by...
The article The Gender Gap in Wages insights the issue about the wage gap in the early 21st century, observing that is not actual discrimination in the workplace, but rather the type of work and time put into it that changes the wages between male and female workers. June O’Neill gives sufficient statistical data that is focused on work experience and how productivity in the home is a result of the wage gap. Her claim introduces a great amount of statistical data that shows the reader the reasons for a wage gap to exist. She is knowledgeable about the subject and is straight-forward about her point. O’ Neill’s argument is justifiable meanwhile, it can be argued that her neutrality on the wage gap does not give a specific reason as to how this
Henry Tischler said, “In the United States, boys are three times as likely to be placed in special education classes, twice as likely to repeat a grade, and a third more likely to drop out of high school” (269). The gender inequality we see today are normal, which follow history before because we preserve in culture different role between genders. Back in history, women did not share the same privileges as men. For example, women were not allowed to vote or own property. In addition, the scholar such as Thomas Jefferson and scholar around the world believed and supported that women and men are not created equal and women shouldn’t have the same personal liberty as men. Even today, women are still lacking opportunity in many ways; and men dominate
Brooks argues that male and female brains work and experience things differently. He suggests that this theory is also the reason as to why young girls are surpassing their male counterparts in school settings. He incorrectly assumes that by separating males and females, males will be allowed to break free from gender stereotypes. Brooks strengthens his argument with results of brain research on sex differences. But, Brook’s argument is unpersuasive. He categorizes all young males, and suggest that single sex-schools are the best solution for them. He wants to apply a black-and-white solution to something that is just not that simple. While Brooks uses comparisons and surveys to convince the reader, his argument simply does
One cannot begin the discussion of gender pay gap without defining it. Simply put, gender pay gap is the inequality between men and women wages. Gender pay gap is a constant international problem, in which women are paid, on average, less than that of their male counterpart. As to if gender pay gap still exist, its exactness fluctuates depending on numerous factors such as professional status, country and regional location, gender, and age. In regards to gender, in some cases, both men and women have stated that the gap does not exist. Due to various countries initiatives to shrink the wage inequality between men and women wages in the work force, the gap has narrowed, respectively, which may have helped form such opinion. However, stating that the gender pay gap does not exist in today’s society, anywhere, is completely unlikely. Seeing that the gap has loosened its grasp in the working world, in other countries, the gap between pay has widen or remained stagnant. One cannot help but wonder why the gap remains consistent even with such substantial progress made in countries where the gap has decreased.
This can be understood by the fact that education although allowing women to get ready for professional or white...
“Girls go to Jupiter to get more ‘stupider’, boys go to Mars to get more candy bars!” A few of us may have heard this sort of unrefined phraseology during our grade school years, or possibly even uttered something similar (present company excluded, of course). While youthful taunts and jest often play around with and make light of gender superiority or bias, the subject has accumulated a much more serious tone in recent times. In education, academia, and the corporate workforce, the notion of gender differences has been defined, redefined, and defined again, in the pursuit of a single truth; How different are men and women, if any different at all? And if such a difference can be shown to exist, what does that mean for equality and real life experience between the sexes?
Today in the United States, men make more than women in various sectors, including education and other trades favoring women workers. The gap gets bigger when comparing the wages earned by men to those of women in jobs favoring men workers such as construction or other physically demanding jobs. Women are less likely to work those jobs, therefor; men have the advantage of having more experience and get paid better. In addition, employers would rather hire a man instead of a woman because they believe that a man will be able to sustain the difficulty of the job and work longer hours which crate a disadvantage for women because they are unable to gain experience and become skilled in that certain field. Gender pay gap based on this information is explained as the result of the discrimination of employers toward the feminine sex in terms of pay, which discourage them to work certain jobs leading to create a bigger gap due to the lack of
In the Netherlands, the gender gap is a very common topic; therefore, researchers have conducted research about the difference between boys and girls at primary school and in secondary education. The problems which are addressed in Driessen and Langen’s study is the difference between boys and girls in primary school and secondary education. Researchers analyzed the three areas, cognitive competencies, non - cognitive competencies, and school career outcomes (Driessen, Langen, 2013). Base on the three aspects, people have discussed the learning facts of boys and girls in different educations stages. It shows that boys and girls have different cognitive abilities in the primary school education, but the difference is not big. Boys can do math, English, and other studies better than girls. In contrast, girls are good at their native language and reading. In secondary education, boys are more motivate by competition than girls (Driessen, Langen, 2013). Thus, people can conclu...