Abstract
Although gender inequalities in education have greatly changed in recent decades with young women outpacing young men, girls and boys continue to study in gender-typical fields of study. Recognizing that boys and girls might have different educational preferences, we conceptualized gender differentiation as an outcome of both socialization processes and rational choice factors. Using a data set from an original survey of curricular choices of high school students in Tel Aviv-Jaffa in Israel, we employed nested logit regression models using the KHB method to examine the determinants of the gender differentiation in advanced course-taking. We found that socialization mechanisms (significant other influences) and rational choice motivations (utility considerations and failure expectations) explain up to 40 percent of the gender-typical curricular choice in our data. The implications of these results for future research are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 284-297 |
| Number of pages | 14 |
| Journal | European Sociological Review |
| Volume | 31 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1 Jun 2015 |
Bibliographical note
Publisher Copyright:© The Author 2014. Published by Oxford University Press.
ASJC Scopus subject areas
- Sociology and Political Science
