College major choices (and performance) are highly segmented by gender and generate persistent inequalities in the labour market at the disadvantage of women. This dissertation investigates the persistent gender inequalities in education and labour market outcomes with the aim to disentangle the mechanisms of these inequalities and proposes new practices to mitigate this vicious cycle. Four essays are presented, with a macro-objective of examining the vertical study of human capital, from university enrolment to the development of capabilities, skills, and competencies up to labour market conditions. The first two papers analyse the determinants of university choice using data from an experimental project in Northern Italy high schools. The first essay evaluates the treatment of the experimental project (that includes role models, short movies and table game developing awareness of gender stereotypes) by using a counterfactual group and a pre-post analysis and finds a positive impact of the treatment on gender balancing school enrolment intention and boosting male intentions to pursue an academic career rather than working. The second focus on the information collected pre-treatment and utilizes Eccles’ Expectancy Value model to examine the psychological-cognitive dimensions that shape choices and performances. Stereotypes are found to affect self-confidence, intrinsic and extrinsic motivation, costs, and the sense of belonging to the field which in turn shapes the choices. This paper's results have implications for reducing gender segregation in education and promoting more equitable labour market outcomes. (JEL: CODES J16, J71, I24, A21, C93, D91) The third essay evaluates the gender impact of the implementation of Team-Based Learning (TBL) teaching methodology on macroeconomic performance. The study uses data from four cohorts of macroeconomics students enrolled in a Bachelor Course in an economic department of a public university located in Northern Italy. The study finds that attending TBL lessons has a positive and significant association with macroeconomic performance, with higher benefits for female students. Furthermore, some evidence suggests that TBL has also impacted students' approach to exams and behaviour, mitigating gender-related differences in behaviours. The results suggest that TBL could be effective in reducing gender disparities in education. (JEL codes I23, I24, I25, J16) Finally, the last paper analyses gender pays differentials in a set of Italian private organizations. The study utilizes data from administrative sources of companies that have voluntarily submitted to the evaluation of gender equality. The Blinder-Oaxaca decomposition is applied to investigate to what extent differences in workers’ actual characteristics or discrimination contribute to the wage gap. The analysis shows that – despite the nature of company self-selection- gender differentials in wages can be observed and the wage gap that is not entirely due to differences in workers’ characteristics. The unexplained wage differential turns out to be, depending on the model and subsamples employed, at least 7.8%. Our findings indicate that firms' revenues and employee characteristics, policies supporting professional development, permanent contracts, and work flexibility, as well as increasing the representation of women in managerial and board positions, are all associated with better wage conditions for women. (JEL codes: J31, J71, J81, J16) In summary, this dissertation sheds light on the gender inequalities in education and labour market outcomes, proposing new policies to mitigate these inequalities. The findings have implications for policymakers, educators, and employers to create a more equitable and gender-inclusive society.
Le scelte (e le performance) universitarie sono fortemente segmentate per genere e generano disuguaglianze persistenti nel mercato del lavoro a svantaggio delle donne. La ricerca mira a districarne i meccanismi e propone nuove pratiche per mitigare questo circolo vizioso. Sono presentati quattro saggi con lo studio verticale del capitale umano come macro-obiettivo: dall'iscrizione all'università allo sviluppo di abilità e competenze fino all'ingresso nel mercato del lavoro. I primi due elaborati analizzano le determinanti della scelta universitaria utilizzando i dati di un progetto sperimentale nelle scuole superiori del Nord Italia. Il primo saggio valuta l'effetto del trattamento (che include modelli di ruolo, brevi filmati e un gioco da tavolo finalizzati allo sviluppo della consapevolezza degli stereotipi di genere) attraverso un’analisi pre-post con controfattuale. Emerge un impatto positivo nel ridurre le divergenze di genere nelle scelte universitarie e sulla propensione maschile verso una carriera accademica piuttosto che lavorativa. Il secondo, invece, si concentra sulle informazioni raccolte prima del trattamento e attraverso “the Eccles’ Expectancy Value model” analizza le dimensioni psicologiche e cognitive che influenzano le scelte. Si è riscontrato che gli stereotipi influenzano la fiducia in sé stessi, la motivazione intrinseca ed estrinseca, i costi e il senso di appartenenza, i quali a loro volta condizionano la scelta del percorso accademico. I risultati di questo saggio contengono implicazioni per la riduzione della segregazione di genere nell'istruzione e per la promozione di risultati più equi nel mercato del lavoro. (JEL C. J16, J71, I24, A21, C93, D91) Il terzo saggio valuta l'impatto di genere del Team-Based Learning (TBL) sull’esame di Macroeconomia. Lo studio utilizza i dati di quattro coorti di studenti di macroeconomia di un dipartimento del Nord Italia. La partecipazione al TBL mostra un'associazione positiva e significativa sui voti di Macroeconomia, specialmente per le studentesse. Inoltre, alcune evidenze suggeriscono che il TBL ha avuto un impatto sull'approccio all’esame degli studenti, attenuando divergenze comportamentali legate al genere. I risultati suggeriscono che il TBL potrebbe essere un modo efficace per ridurre le disparità di genere nell'istruzione. (JEL C. I23, I24, I25, J16) Infine, l'ultimo saggio si concentra sull'analisi dei differenziali retributivi di genere in diverse aziende italiane. Lo studio utilizza dati provenienti da fonti amministrative di aziende che si sono volontariamente sottoposte all'analisi e alla certificazione della parità di genere. Lo studio si serve della scomposizione di Oaxaca per indagare se il divario salariale sia dovuto a differenze nelle caratteristiche dei lavoratori o imputabile a discriminazione. L 'analisi mostra che esiste un differenziale salariale di genere e la parte di differenziale non spiegata dalle caratteristiche dei lavoratori risulta essere almeno del 7,8% a seconda del modello utilizzato. I nostri risultati indicano che le imprese con alto fatturato e numero di dipendenti, le politiche di sostegno allo sviluppo professionale, i contratti a tempo indeterminato e la flessibilità del lavoro, così come l'aumento della rappresentanza femminile nelle posizioni manageriali e nei consigli di amministrazione, sono tutti associati a migliori condizioni salariali per le donne. (JEL C. J31, J71, J81, J16). In sintesi, questa tesi aspira a far luce sulle disuguaglianze di genere nell'istruzione e implicazioni nel mercato del lavoro, proponendo pratiche per mitigarle. I risultati contengono implicazioni per i politici, gli insegnanti e la comunità educativa, nonché per i datori di lavoro, al fine di creare una società più equa e inclusiva.
Diseguaglianze di genere nel processo educativo e nel lavoro: determinanti, interazioni e politiche / Chiara Tasselli , 2023 May 11. 35. ciclo, Anno Accademico 2021/2022.
Diseguaglianze di genere nel processo educativo e nel lavoro: determinanti, interazioni e politiche.
TASSELLI, CHIARA
2023
Abstract
College major choices (and performance) are highly segmented by gender and generate persistent inequalities in the labour market at the disadvantage of women. This dissertation investigates the persistent gender inequalities in education and labour market outcomes with the aim to disentangle the mechanisms of these inequalities and proposes new practices to mitigate this vicious cycle. Four essays are presented, with a macro-objective of examining the vertical study of human capital, from university enrolment to the development of capabilities, skills, and competencies up to labour market conditions. The first two papers analyse the determinants of university choice using data from an experimental project in Northern Italy high schools. The first essay evaluates the treatment of the experimental project (that includes role models, short movies and table game developing awareness of gender stereotypes) by using a counterfactual group and a pre-post analysis and finds a positive impact of the treatment on gender balancing school enrolment intention and boosting male intentions to pursue an academic career rather than working. The second focus on the information collected pre-treatment and utilizes Eccles’ Expectancy Value model to examine the psychological-cognitive dimensions that shape choices and performances. Stereotypes are found to affect self-confidence, intrinsic and extrinsic motivation, costs, and the sense of belonging to the field which in turn shapes the choices. This paper's results have implications for reducing gender segregation in education and promoting more equitable labour market outcomes. (JEL: CODES J16, J71, I24, A21, C93, D91) The third essay evaluates the gender impact of the implementation of Team-Based Learning (TBL) teaching methodology on macroeconomic performance. The study uses data from four cohorts of macroeconomics students enrolled in a Bachelor Course in an economic department of a public university located in Northern Italy. The study finds that attending TBL lessons has a positive and significant association with macroeconomic performance, with higher benefits for female students. Furthermore, some evidence suggests that TBL has also impacted students' approach to exams and behaviour, mitigating gender-related differences in behaviours. The results suggest that TBL could be effective in reducing gender disparities in education. (JEL codes I23, I24, I25, J16) Finally, the last paper analyses gender pays differentials in a set of Italian private organizations. The study utilizes data from administrative sources of companies that have voluntarily submitted to the evaluation of gender equality. The Blinder-Oaxaca decomposition is applied to investigate to what extent differences in workers’ actual characteristics or discrimination contribute to the wage gap. The analysis shows that – despite the nature of company self-selection- gender differentials in wages can be observed and the wage gap that is not entirely due to differences in workers’ characteristics. The unexplained wage differential turns out to be, depending on the model and subsamples employed, at least 7.8%. Our findings indicate that firms' revenues and employee characteristics, policies supporting professional development, permanent contracts, and work flexibility, as well as increasing the representation of women in managerial and board positions, are all associated with better wage conditions for women. (JEL codes: J31, J71, J81, J16) In summary, this dissertation sheds light on the gender inequalities in education and labour market outcomes, proposing new policies to mitigate these inequalities. The findings have implications for policymakers, educators, and employers to create a more equitable and gender-inclusive society.File | Dimensione | Formato | |
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