Unexpected Effects of Gender Equality in Education to Gender Disparities in Economic Participation: Global Evidences
Abstract
This study explored on the parity in educational attainment and economic participation and opportunities among genders through data mining, a process used to uncover characteristics of phenomena and the relationship between them. The pattern of gender parity was drawn from the data set of World Economic Forum’s Global Gender Gap Index of 2015. The findings, based on the patterns generated, reveal no relationship between the equality in educational attainment and economic participation and opportunities among men and women. This indicates that educational attainment and success of women does not automatically mean higher economic status or greater political participation. It was deduced further that equality in both genders in terms of educational attainment instead, creates disparity in the economic opportunities of women. The factors of the disparity include gender stereotyping in the labor market; discriminatory practices in the workplace; and cultural, ethnic, and religious norms that draw attention to gender complementarity rather than gender equity.References
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http://trace.tennessee.edu/utk_gradthes/2172
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Walby ( 2003). Gender mainstreaming: Productive tensions in theory and practice.
University of Leeds
Humanity Divided: Confronting Inequality in Developing Countries. Retrieved from
http://www.undp.org/content/dam/undp/library/Poverty%20Reduction/Inclusive%20development/Humanity%20Divided/HumanityDivided_Ch5_low.pdf. Retrieved on November 29, 2016
Solarte (2002). A Proposed Data Mining Methodology and its Application to Industrial
Engineering. University of Tennessee
Çakır (2008). The Relationship between Economic Development and Female Labor
Force Participation within the Framework of U-Shaped Hypothesis: Evidence from
Turkey. Lund University
Industrial Engineering. " Master's Thesis, University of Tennessee, 2002.
http://trace.tennessee.edu/utk_gradthes/2172
Jacob, D. & Uduma, C. (2015). Gender Equality, Gender Inequality, and
Gender Complementarity: Insights from Igbo Traditional .University of
Calabar. David Publishing
Allen, P (2005). The Concept of Woman: The early Humanist Reformation, 1250-
15000. http://books.google.com.ph
OECD Development center (2016). Europe and central Asia SIGI Regional
Report. www.oecd.org/dev.
OECD (2011). Education at a Glance. (www.oecd.org/edu/eag2011).
Lorber (1997). The Variety of Feminisms and their Contribution to GenderEquality.
Oldenburger Universitätsreden
Ebersole, Hunter, Lyons, & Wilke (2014). Gender Equity in the Middle East and North Africa: Integrating Men and Boys American University Freedom House Practicum Team MENA Sub-group School of International, Washington, DC.
United nations Educational Scientific and Cultural Organizations (UNESCO) 2003. Gender and Education for all: The Leap to Equality. Paris, UNESCO
Servicio National de la Mujer (SERNAM). 2004. Mujeres Chilenas Tendencias en la ultima decada: Censos 1992-2002. Santiago, Chile: SERNAM
Walby ( 2003). Gender mainstreaming: Productive tensions in theory and practice.
University of Leeds
Humanity Divided: Confronting Inequality in Developing Countries. Retrieved from
http://www.undp.org/content/dam/undp/library/Poverty%20Reduction/Inclusive%20development/Humanity%20Divided/HumanityDivided_Ch5_low.pdf. Retrieved on November 29, 2016
Solarte (2002). A Proposed Data Mining Methodology and its Application to Industrial
Engineering. University of Tennessee
Çakır (2008). The Relationship between Economic Development and Female Labor
Force Participation within the Framework of U-Shaped Hypothesis: Evidence from
Turkey. Lund University
Published
2017-12-29
Section
Articles
Copyright (c) 2017 Asia Pacific Journal of Social and Behavioral Sciences
Copyright holder is the Bukidnon State University.
