644
Views
0
CrossRef citations to date
0
Altmetric
Articles

Gender, education, and labour market participation across the life course: A Canada/Germany comparison

, , ORCID Icon &

References

  • Adamuti‐Trache, M., & Andres, L. (2008). Embarking on and Persisting in Scientific Fields of Study: Cultural capital, gender, and curriculum along the science pipeline. International Journal of Science Education, 30(12), 1557–1584. https://doi.org/10.1080/09500690701324208
  • Aisenbrey, S., & Fasang, A. E. (2010). New Life for Old Ideas: The “Second Wave” of Sequence Analysis Bringing the “Course” Back Into the Life Course. Sociological Methods and Research, 38(3), 420–462. https://doi.org/10.1177/0049124109357532
  • Andres, L. (2015a). A look back. A retrospective analysis of the sequence of life course events over 22 years.  BC Council on Admissions and Transfer. www.bccat.ca/pubs/ALookBack_report_Jan2015.pdf
  • Andres, L. (2015b). Taking stock of 50 years of participation in Canadian higher education. In M. Shah, A. K. Bennett, & E. Southgate (Eds.), Widening higher education participation: A global perspective (pp. 15–33). Elsevier.
  • Andres, L. (2017). The Paths on Life’s Way Project: A mixed-methods longitudinal life course study. In B. Flett (Ed.), SAGE Research Methods Cases in Education.  London: Sage.
  • Andres, L., & Pullman, A. (2018). Vertically segregated higher education and the life course: Comparing patterns over 28 years. In M. Shah & J. Mckay (Eds.), Achieving equity and academic excellence in higher education: Global perspectives in an era of widening participation? (pp. 25–50). Palgrave Macmillan.
  • Antonini, M., Pullman, A., Fuller, S., & Andres, L. (2020). Pre- and postpartum employment patterns: Comparing leave policy reform in Canada and Switzerland. In Community, Work & Family. https://doi.org/10.1080/13668803.2020.1752620. 
  • Bellenberg, G., & Forell, M. (2012). Schulformwechsel in Deutschland. Durchlaessigkeit und Selektion in den 16 Schulsystemen der Bundeslaender innerhalb der Sekundarstufe I.
  • Blanchard, P., Bühlmann, F., & Gauthier, J.-A. (2014). Advances in sequence analysis: Theory, method, and applications. Springer.
  • Blossfeld, H.-P., Skopek, J., Triventi, M., & Buchholz, S. (eds.). (2015). Gender, education and employment: An international comparison of school-to-work transitions. Edward Elgar.
  • Brown, R. (2017). The inequality crisis: The facts and what we can do about it. Polity Press.
  • Brückner, H., & Mayer, K. U. (2005). De-standardization of the life course: What it might mean? And if it means anything, whether it actually took place? Advances in Life Course Research, 9(4), 27–53. https://doi.org/10.1016/S1040-2608(04)09002-1
  • Brzinsky-Fay, C., & Solga, H. (2016). Compressed, postponed, or disadvantaged? School-to-work-transition patterns and early occupational attainment in West Germany. Research in Social Stratification and Mobility, 46(2016), 21–36. . http://dx.doi.org/10.1016/j.rssm.2016.01.004
  • Conference Board of Canada, 2015. Harmonization and responsiveness. Lessons From German apprenticeship reforms [online]. Conference Board of Canada. Retrieved from http://www.conferenceboard.ca/hcp/details/society/income-inequality.aspx
  • Cowin, R. (2018). Postsecondary education in British Columbia: Public policy and structural development, 1960–2015. UBC Press.
  • Dannefer, D. (2003). Toward a global geography of the life course: Challenges of late modernity for life course theory. In J. T. Mortimer (Ed.), Handbook of the Life Course (pp. 647–660). Springer.
  • Ebener, C., & Uhly, A. (2016). Die duale Ausbildung - ein Zukunftsmodell? In Bundeszentrale für politische Bildung (pp. 7–11). https://www.bpb.de/gesellschaft/bildung/zukunft-bildung/229611/zukunft-der-dualen-ausbildung
  • Elder, G. H. (1991). Lives and social change. In W. Heinz (Ed.), Theoretical advances in life course research (pp. 58–86). Deutscher Studien Verlag.
  • Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the Pisa study in Germany. Oxford Review of Education, 32(5), 619–634. https://doi.org/10.1080/03054980600976320
  • Esping-Andersen, G. (2009). The incomplete revolution. Adapting to women’s new roles. Polity Press.
  • Estévez-Abe, M. (2005). Gender bias in skills and social policies: The varieties of capitalism perspective on sex segregation. Social Politics: International Studies in Gender, State & Society, 12(2), 180–215. https://doi.org/10.1093/sp/jxi011
  • Fagnani, J. (2007). Family policies in France and Germany. Community, Work & Family, 10(1), 39–56. https://doi.org/10.1080/13668800601110769
  • Forster, A. G., & Bol, T. (2018). Vocational education and employment over the life course using a new measure of occupational specificity. Social Science Research, 70, 176–197. https://doi.org/10.1016/j.ssresearch.2017.11.004
  • Fuller, S. (2018). Segregation across workplaces and the motherhood wage gap: Why do mothers work in low-wage establishments? Social Forces, 96(4), 1443–1476. https://doi.org/10.1093/sf/sox087
  • Fuller, S., & Hirsh, C. E. (2019). “Family-Friendly” Jobs and Motherhood Pay Penalties: The Impact of Flexible Work Arrangements Across the Educational Spectrum. Work and Occupations, 46(1), 3–44. https://doi.org/10.1177/0730888418771116
  • Furlong, A., & Cartmel, F. (2007). Young people and social change: Individualisation and risk in late modernity (2nd Edition). Open University Press.
  • Gornick, J. C., & Meyers, M. K. (2003). 3. WELFARE REGIMES IN RELATION TO PAID WORK AND CARE. Advances in Life Course Research, 8, 45–67. http://dx.doi.org/10.1016/S1040-2608(03)08003-1
  • Green, D. A., Riddell, W. C., & St-Hilaire, F. (2016). Income inequality in Canada: Driving forces, outcomes and policy. In D. A. Green, W. C. Riddell, & F. St-Hilaire (Eds.), Income inequality: The Canadian story(pp. 1–76. The Institute for Research on Public Policy (IRPP).
  • Haas, C., & Hadjar, A. (2020). Students’ trajectories through higher education: A review of quantitative research. Higher Education, 79(6), 1099–1118. https://doi.org/10.1007/s10734-019-00458-5
  • Hagestad, G. (1991). Dilemmas in life course research: An international perspective. In W. Heinz (Ed.), Theoretical advances in life course research (pp. 23–57). Deutscher Studien Verlag.
  • Hall, P. A., & Soskice, D. (2001). (2001). Varieties of capitalism: The institutional foundations of comparative advantage. Oxford University Press.
  • Halpin, B. 2014. Sequence analysis tools for Stata. Working Paper No. WP2014-03. Ireland.
  • Halpin, B. (2017). SADI: Sequence analysis tools for Stata. The Stata Journal, 17(3), 546–572. https://doi.org/10.1177/1536867X1701700302
  • Hareven, T. K. (2000). Families, history, and social change. Westview Press.
  • Heinz, W., Huinink, J., & Weymann, A. (eds.). (2009). The life course reader. Individuals and societies across time. Campus Verlag.
  • Imdorf, C., Hegna, K., Eberhard, V., & Doray, P. (2015). Educational systems and gender segregation in education: A three-country comparison of Germany, Norway and Canada. Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31), Emerald Group Publishing Limited, Bingley, (pp. 83–122).
  • Korpi, T., De Graaf, P., Hendrickx, J., & Layte, R. (2003). Vocational Training and Career Employment Precariousness in Great Britain, the Netherlands and Sweden. Acta Sociologica, 46(1), 17–30. https://doi.org/10.1177/0001699303046001002
  • Lauterbach, W., Glässer, J., & Fend, H. (2016). LifE. Pathways from late childhood to adulthood. University of Potsdam.
  • Lehmann, W. (2000). Is Germany’s Dual System Still a Model for Canadian Youth Apprenticeship Initiatives? Canadian Public Policy / Analyse de Politiques, 26(2), 225–240. https://doi.org/10.2307/3552557
  • Meredith, J. (2011). Apprenticeship in Canada: Where’s the crisis? Journal of Vocational Education & Training, 63(3), 323–344. https://doi.org/10.1080/13636820.2011.570453
  • Misra, J., Budig, M. J., & Moller, S. (2007). Reconciliation policies and the effects of motherhood on employment, earnings and poverty. Journal of Comparative Policy Analysis: Research and Practice, 9(2), 135–155. https://doi.org/10.1080/13876980701311588
  • OECD. (2015a). In it together: Why less inequality benefits all.
  • OECD. (2016a). Education at a glance. OECD indicators.
  • OECD. (2016b). OECD Economic Surveys: Germany 2016.
  • OECD. (2018a). OECD Economic Surveys: Canada 2018.
  • OECD. (2018b). OECD Economic Surveys: Germany 2018.
  • OECD. (2020). Education at a glance. OECD indicators.
  • McMunn, A., Lacey, R., Worts, D., McDonough, P., Stafford, M., Booker, C., Kumari, M., Sacker, & A. (2015). De-standardization and gender convergence in work–family life courses in Great Britain: A multi-channel sequence analysis. Advances in Life Course Research, 26(1), 60–75. https://doi.org/10.1080/13636820.2011.570453
  • Pechar, H., & Andres, L. (2011). Higher education policies and welfare regimes: International comparative perspectives. Higher Education Policy, 24, 25–52. https://doi.org/10.1057/hep.2010.24
  • Pullman, A., & Andres, L. (2015). Two sides of the same coin?: Applied and general higher education gender stratification in Canada. Comparative Social Research, 31, 239–265. http://dx.doi.org/10.1108/S0195-631020150000031010
  • Rindfuss, R. R., Swicegood, C. G., & Rosenfeld, R. A. (1987). Disorder in the life course: How common and does it matter? American Sociological Review, 52(6), 785–801. https://doi.org/10.2307/2095835
  • Sato, H., Urabe, M., Ninomiya, A., & Sasaki, T. 2013. A comparative study of the PISA’s impact on education policies: With vewpoint of global governance. World Council on Comparative Education Societies. University of Buenos Aires.
  • Seawright, J., & Gerring, J. (2008). Case Selection Techniques in Case Study Research. Political Research Quarterly, 61(2), 294–308. https://doi.org/10.1177/1065912907313077
  • Simonson, J., Gordo, L. R., & Titova, N. (2011). Changing employment patterns of women in Germany: How do baby boomers differ from older cohorts? A comparison using sequence analysis. Advances in Life Course Research, 16(2), 65–82. https://doi.org/10.1016/j.alcr.2011.03.002
  • Smyth, E., & Steinmetz, S. (2015). Vocational training and gender segregation across Europe.  Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31), Emerald Group Publishing Limited, Bingley, (pp. 53–81). https://doi.org/10.1108/S0195-631020150000031003
  • Stiglitz, J. E. (2012). The price of inequality: How today’s divided society endangers our future. W.W. Norton.
  • Tarvenkorn, A., & Lauterbach, W. (2009). Devaluation or revaluation of educational qualifications on the labour market? An analysis of the last 20 years. In R. Becker & A. Hadjar (Eds.), Expected and Unexpected Consequences of the Educational Expansion in Europe and USA: Theoretical approaches and empirical findings in comparative perspective (pp. 271–282). Sage.
  • Thelen, K. (2004). How institutions evolve. The political economy of skills in Germany, Britain, the United States, and Japan. Cambridge University Press.
  • Tillmann, K.-J. (2013). Schulstrukturen in 16 Deutschen Bundeslndern. Zur Institutionellen Rahmung Des Lebenslaufs (NEPS Working Paper No. 28). Bamberg: Otto-Friedrich- Universitat, Nationales Bildungspanel.
  • Triventi, M., Skopek, J., Kosyakova, Y., Buchholz, S., & Blossfeld, H. P. (2015). Gender inequalities at labour market entry: A Comparative View from the edulife Project. Gender Segregation in Vocational Education (Comparative Social Research, Vol. 31), Emerald Group Publishing Limited, Bingley, (pp. 25-51). https://doi.org/10.1108/S0195-631020150000031001
  • Tuijnman, A., & Boström, A.-K. (2002). Changing notions of lifelong education and lifelong learning. International Review of Education/ Internationale Zeitschrift Fr Erziehungswissenschaft/ Revue Inter, 48(1/2), 93–110. http://dx.doi.org/10.1023/A:1015601909731
  • Turner, R. (1960). Sponsored and contest mobility and the school system. American Sociological Review, 25(6), 855–867. https://doi.org/10.2307/2089982
  • Van De Werfhorst, H. G. (2011). Skills, positional good or social closure? The role of education across structural–institutional labour market settings. Journal of Education and Work, 24(5), 521–548. https://doi.org/10.1080/13639080.2011.586994

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.