Gender Differences In Resources Research Articles

Intensifying Gender Inequality: Why Belgian Female Students (Sometimes) Gain Less Internal Political Efficacy from Citizenship Education Than Male Students

Abstract Persistent gender inequalities in internal political efficacy have traditionally been attributed to gender differences in resources. This article complements the resource model by focusing on how gendered political socialization occurs during citizenship education and how citizenship education might mitigate, reproduce, or intensify inequalities. Based on multilevel models on a 2016 survey dataset (3898 students across 150 schools) of Belgian senior high school students, we show that citizenship education increases internal political efficacy for both male and female students. However, we also find that citizenship education intensifies inequalities since male students gain more from it than female students, especially in schools with a conservative gender role culture. Our results indicate that the influence of citizenship education depends on the gendered school context in which it is offered. In this respect, citizenship education risks intensifying rather than mitigating gender inequalities.

Gender gap in housework time: how much do individual resources actually matter?

ABSTRACT Using data from the 2003–2019 American Time Use Survey Extract (ATUS-X), we analyze the gender gap among heterosexual married Americans of working age in four categories of housework: cleaning, cooking, grocery shopping, and home maintenance. The results show that in the division of housework, the explanatory power of resource factors increased over time. Still, less than a half of the gender gap in housework time could be explained by the gender differences in resources. Thus, despite the recent developments in housework research, a considerable part of the gender gap in housework remains unexplained. The explanatory power of resource-based models increased unevenly over the analyzed years. It strengthened in more traditionally ‘feminine’ tasks, such as cooking and cleaning, but not in grocery shopping or home maintenance. The results highlight the limits of the resource-based (and generally individual-level) theories and the pervasiveness of gender inequality in housework.

Gender differences in resources related to depressive symptoms during the early years of retirement: A Swedish population-based study.

To examine levels of depressive symptoms during the early years of retirement in men and women and to investigate potential gender differences in associations with self-reported health, financial insecurity, social network and psychological resources. Data was drawn from the first wave in the Health, Aging and Retirement Transitions in Sweden-study (HEARTS) including a total sample of 1148 retirees, aged 60 to 66. Level of depressive symptoms and associations with health, financial insecurity, social network and psychological resources were investigated in regression analyses in the total sample and in bivariate correlation analyses in the subgroup at risk of depression as defined by a cut-off ≥9 on the Center for Epidemiologic Studies Depression Scale (CES-D). Mean CES-D scores were similar in men and women in the entire sample. The CES-D identified 144 individuals at risk of depression (men 14%, women 11%, n.s.). Although the pattern of related resources was similar in men and women, a greater proportion of the variance was explained in the male group (51% vs 37%). Health, quality of social network, social support and competence satisfaction were all correlated with depressive symptoms in men in the high risk group, but no associations were seen in women. Similar levels of depressive symptoms were observed in women and men in the retirement transition. However, the relevance of the selected resources may be greater in men. Research on the management of depressive symptoms in the transition between midlife and aging needs to take gender into consideration.

Gender differences in resources and negotiation among highly motivated physician-scientists.

Resources, including space, equipment, funding, personnel, and protected time, are essential in academic medical careers. Negotiation often plays a key role in the distribution of these resources. This study explored gender differences in resources, negotiation behaviors, and negotiation outcomes in a sample of career development awardees. Postal survey of a cohort of 1,708 clinician-researchers with responses from 1,275 (75 % response rate). Researchers who received NIH K08 or K23 awards between 2006 and 2009. We analyzed gender differences in resources, negotiation behaviors, and negotiation outcomes, using regression models adjusted for race, K award type, K award year, degree, academic rank, specialty, and institutional funding. Over one-fifth of respondents reported inadequate access to research space and one-third had asked for increased space or equipment. Perceived adequacy of these physical resources did not differ significantly by gender, but a higher proportion of women reported inadequate access to grants administrators (34.8 %) and statistical support (49.9 %) than men (26.9 %; p = 0.002 and 43.4 %; p = 0.025, respectively). Women were more likely to have asked for reduction in clinical hours (24.1 % vs. 19.3 %; p = 0.02) and to have raised concerns about unfair treatment (50.2 % vs. 38.2 %; p < 0.001). Overall, 42.9 % of women and 35.9 % of men asked for a raise in the two years preceding the survey (p = 0.09), and among those who had asked for increased resources, the likelihood that the request was granted did not differ significantly by gender. Many career development award recipients report resource needs and negotiate for increased resources. Gender differences in perceived access to research support personnel exist even in this select cohort of K awardees. Institutions should provide appropriate training in negotiation and ensure adequate and equitable distribution of resources to promote academic success.

Gender gaps in primary school achievement: A decomposition into endowments and returns to IQ and non-cognitive factors

In elementary school, girls typically outperform boys in languages and boys typically outperform girls in math. The determinants of these differences have remained largely unexplored. Using rich data from Dutch elementary schools, we decompose the differences in achievement into gender differences in endowments and returns to IQ and non-cognitive factors. This descriptive analysis is a thought experiment in which we show the consequences for school performance if girls and boys had similar resources and took similar advantage of these resources. Our findings indicate that gender differences in resources with respect to social and instrumental skills and need for achievement can explain part of the differences in performance. Boys seem to be better equipped with these resources. Additionally, boys and girls employ their skills differently. Girls take more advantage of their IQ than boys. Yet, the largest part of this parameter effect is left unexplained by IQ and non-cognitive factors.

Gender Gaps in Primary School Achievement: A Decomposition into Endowments and Returns to IQ and Non-Cognitive Factors

In elementary school, girls typically outperform boys in languages and boys typically outperform girls in math. The determinants of these differences have remained largely unexplored. Using rich data from Dutch elementary schools, we decompose the differences in achievement into gender differences in endowments and returns to IQ and non-cognitive factors. This descriptive analysis is a thought experiment in which we show the consequences for school performance if girls and boys would have similar resources and take similar advantage of these resources. Our findings indicate that gender differences in resources with respect to social and instrumental skills and need for achievement can explain part of the differences in performance. Boys seem to be better equipped with these resources. Additionally, boys and girls employ their skills differently. Girls take more advantage of their IQ than boys. Yet, the largest part of this parameter effect is left unexplained by IQ and non-cognitive factors.

The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement

In a few short decades, the gender gap in college completion has reversed from favoring men to favoring women. This study, which is the first to assess broadly the causes of the growing female advantage in college completion, considers the impact of family resources as well as gender differences in academic performance and in the pathways to college completion on the rising gender gap. Analyses of General Social Survey data indicate that the female-favorable trend in college completion emerged unevenly by family status of origin to the disadvantage of sons in families with a low-educated or absent father. Additional analyses of National Educational Longitudinal Survey (NELS) data indicate that women's superior academic performance plays a large role in producing the gender gap in college completion, but that this effect remains latent until after the transition to college. For NELS cohorts, who were born in the mid-1970s, the female advantage in college completion remains largest in families with a low-educated or absent father, but currently extends to all family types. In conjunction with women's growing incentives to attain higher education, gender differences in resources related to family background and academic performance largely explain the growing female advantage in college completion.

Knowing and Caring about Politics: Gender and Political Engagement

This paper demonstrates that women are less politically interested, informed, and efficacious than men and that this gender gap in political engagement has consequences for political participation. Only when gender differences in political interest, information, and efficacy are considered along with gender differences in resources can we explain the relatively small disparity between the sexes with respect to political activity. When we searched for the origins of the gender gap in political engagement, we found that it can be explained only partially by gender differences in factors such as education that are associated with political engagement Furthermore, these gender differences in political orientation seem to be specific to politics-rather than the manifestation of general personal attributes Investigation of the extent to which the cues received by males and females that politics is a man's world are responsible for the gender gap in political engagement yielded results that were suggestive, but ...