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Deneault, Christa (2025): Local Labor Markets and Selection into the Teaching Profession. In: The Journal of Human Resources, S. 1-45. DOI:10.3368/jhr.0424-13535r2

Abstract

"Using administrative data from Texas, I track individuals from high school through college to the workforce to determine the effects of local labor markets on occupational choice. I find local labor market conditions are countercyclical with selection into teaching. Individuals sorting into teaching because of poor local labor market conditions are of higher ability (standardized tests) and have higher productivity (value-added). The findings suggest local labor market fluctuations shape career decisions well before individuals participate in the labor market, and increasing the relative economic standing of teaching as a career has the potential to improve the future supply of teachers." (Author's abstract, IAB-Doku, © the Board of Regents of the University of Wisconsin System) ((en))

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Goller, Daniel, Christian Gschwendt & Stefan C. Wolter (2025): This time it’s different – Generative artificial intelligence and occupational choice. In: Labour Economics, Jg. 95. DOI:10.1016/j.labeco.2025.102746

Abstract

"We show the causal influence of the launch of generative artificial intelligence (AI) in the form of ChatGPT on the search behavior of young people for apprenticeship vacancies. To estimate the short- and medium-term effects, we use a variety of methods, including a difference-in-discontinuity approach exploiting the exogenous nature of the unanticipated launch of ChatGPT in 2022. There is a strong short- and medium-term decline in the intensity of searches for vacancies, indicating a notable reduction in the supply of young people actively seeking apprenticeships and suggesting great uncertainty among the affected cohort. Occupations with a high proportion of cognitive tasks and with high demands on language skills were particularly affected by the decline. Interestingly, the revealed preferences in the search behavior of young job seekers contrasted with previous expert assessments on the automation risks of occupations and aligned with the most recent assessments of the AI and language model exposure of occupations – before these new assessments existed. Notably, while the supply decline did not reduce the number of signed apprenticeship contracts, we find evidence of declining applicant quality, particularly for commercial employees, the most widely offered apprenticeship in Switzerland." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier B.V.) ((en))

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Gottlieb, Charles, Jan Grobovšek & Alexander Monge-Naranjo (2025): From Skills to Occupations: Comparative Advantage and Cross-Country Income Differences. (CEPR discussion paper / Centre for Economic Policy Research 20630), London, 74 S.

Abstract

"We revisit the role of human capital in cross-country income differences. We develop a general equilibrium model where workers of different skill groups sort into occupations by comparative advantage. Wages and employment depend on workers’ skill quality, occupation-specific country-embedded productivity, and occupational distortions. Using harmonized microdata for 50 countries, we infer these components from the model’s equilibrium conditions. Workers in rich countries exhibit higher skill quality and substantially greater productivity, especially in white-collar occupations. Human capital explains 52 percent of output-per-worker gaps, largely through the complementarity between skill composition and quality, and further amplified by technology choices biased toward skilled labor. Adopting the U.S. distribution of skill groups yields limited gains for poor countries without higher quality. Occupational distortions are more severe in low-income countries, reducing white-collar employment and raising wage premia, but with modest aggregate effects." (Author's abstract, IAB-Doku) ((en))

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Gutfleisch, Tamara & Richard Nennstiel (2025): Bridging the gap: gender-specific preferences in STEM occupations in vocational education and training. In: Empirical Research in Vocational Education and Training, Jg. 17. DOI:10.1186/s40461-025-00187-3

Abstract

"Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) has been widely studied, particularly in the context of general and tertiary education. However, less is known about gendered STEM sorting within vocational education and training (VET), despite VET systems playing a key role in occupational gender segregation. This study investigates gender differences in the likelihood of choosing a STEM occupation in VET using nationally representative data from Switzerland. We examine to what extent commonly studied individual-level mechanisms—such as math achievement, math self-concept, and career values—can explain the gender gap in STEM participation. To assess whether these mechanisms operate similarly across educational pathways and outcome types, we compare students pursuing or intending to pursue VET to those aspiring to an academic degree, and examine three STEM-related outcomes: intended VET occupation, aspirations for a STEM job at age 30, and intentions to pursue a math-intensive job. We find that the gender gap in STEM participation is largest in VET occupations and considerably smaller for the other two outcomes. Moreover, a larger share of the gender gap can be explained regarding occupational aspirations as opposed to VET occupations, and among students aspiring to academic education. These findings suggest that theoretical models of STEM sorting should be adapted to better reflect the specific features of VET and the types of occupations it comprises." (Author's abstract, IAB-Doku) ((en))

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Lundberg, Ian, Daniel Molitor & Jennie E. Brand (2025): The Causal Effect of Parent Occupation on Child Occupation: A Multivalued Treatment with Positivity Constraints. In: Sociological methods & research, Jg. 54, H. 4, S. 1435-1462. DOI:10.1177/00491241251338412

Abstract

"To what degree does parent occupation cause a child’s occupational attainment? We articulate this causal question in the potential outcomes framework. Empirically, we show that adjustment for only two confounding variables substantially reduces the estimated association between parent and child occupation in a U.S. cohort. Methodologically, we highlight complications that arise when the treatment variable (parent occupation) can take many categorical values. A central methodological hurdle is positivity: some occupations (e.g., lawyer) are simply never held by some parents (e.g., those who did not complete college). We show how to overcome this hurdle by reporting summaries within subgroups that focus attention on the causal quantities that can be credibly estimated. Future research should build on the longstanding tradition of descriptive mobility research to answer causal questions." (Author's abstract, IAB-Doku) ((en))

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Mann, Anthony, Jonathan Diaz & Sara Zapata Posada (2025): Career readiness in Madrid, Spain. Insights from a survey of young adults (19-26). (OECD education working papers 331), Paris, 230 S. DOI:10.1787/73cdc17d-en

Abstract

"This paper reports the results of a survey of young adults aged 19-26 who were educated in the Community of Madrid, Spain. The study asks users of career guidance systems within secondary education to share perspectives on their usefulness from the vantage point of the labour market participation. The study finds that overwhelmingly respondents who participated in career development activities as teenagers found them to be useful to their post-secondary transitions with many stating that they were very useful. They wished however that they had received more support from their schools, especially with regard to practical activities related to integration into the working world. Analysis finds many strong relationships between participation in career development and the quality of transitions. It is less likely for young adults who engaged more deeply in career development as teenagers to report that they were Not in Education, Employment or Training (NEET) at the time of the survey and they expressed more positive attitudes about their transitions and the value of the support received from their schools." (Author's abstract, IAB-Doku) ((en))

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Quintana, Rafael, Soojin Park & Suyeon Kang (2025): Causal decomposition analysis in disparities research: investigating the effect of self-efficacy on the gender gap in STEM. In: Quality & quantity, Jg. 59, H. 4, S. 3327-3351. DOI:10.1007/s11135-025-02110-0

Abstract

"The underrepresentation of women in science, technology, engineering and mathematics (STEM) fields has been a subject of extensive research and policy debate. However, there is limited clarity regarding the specific mechanisms that generate these disparities, and which interventions are most effective in reducing the gap. In this study, we use causal decomposition analysis to estimate how the gender gap in STEM participation would change if we were to intervene on women’s self-efficacy beliefs in mathematics. Women tend to underestimate their abilities in math-related fields, which can affect their educational and career choices. The question we ask is to what extent the gender gap in individuals’ enrollment in STEM majors and identification with mathematics would be reduced if self-efficacy in mathematics were set to be equal across gender categories. The results suggest that equalizing this target factor will reduce the observed disparities in math identity by 53%, and in the enrollment of STEM majors by 2.5%. The modest influence of self-efficacy on enrollment disparities suggests that it is not the predominant factor. We discuss the implications of our empirical findings, as well as how causal decomposition analysis can benefit social and behavioral disparities research." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))

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Rolph, Chris, Samuel Williams & David Woolley (2025): A qualitative investigation into opportunity structures and disjuncture in the education-employment transition: ‘it’s scary, innit?’. In: Journal of education and work, Jg. 37, H. 7/8, S. 582-597. DOI:10.1080/13639080.2025.2487425

Abstract

"We present a small-scale qualitative study of the transition from full time education to employment, focusing on young people who are just approaching this phase of their lives. We explore their understanding of this milestone through a series of focus groups. We also interviewed significant professionals working with young people: school teachers, careers leaders, and local employers. From the responses we identify four common themes: hopes and dreams; careers advice; industry links; and work readiness. While these themes were common to all of our participant groups, the articulation and understanding of them differed, such that adult views contribute to social structures that potentially reduce opportunity, reinforcing the sense of disjuncture for young people. Adult respondents underestimated the aspirations of young people and mistook expectations for ambitions. Both employers and those working in schools recognised a need for improved education-industry links, but there was a mutual sense of incapacity to make this happen, and different understandings of what it might mean to be work ready. Systemic failings appear to exacerbate difficulties faced by children whose families might struggle to support them as they navigate the education to employment transition." (Author's abstract, IAB-Doku) ((en))

Abstract

"This report sets out key findings from PISA as they relate to teenage career development. The report shows that across OECD countries, students are now expressing very high levels of career uncertainty and confusion. Job expectations have changed little since 2000 and bear little relationship to actual patterns of labour market demand, including in working areas of high strategic importance. The education plans of students moreover are more strongly shaped by social background than by academic performance. Many students understandably exhibit considerable anxiety about their career preparation. Wider longitudinal research shows that participation in many career development activities is positively associated with better employment outcomes. However, PISA shows that too few students in most countries are engaging in activities which are most strongly related with better transitions. In particular, young people are not getting enough guidance in crucial fields which connect them with employers and people in work." (Author's abstract, IAB-Doku) ((en))

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Seufert, Sabine, Mandana York, Patrick Emmenegger & Scherwin Michael Bajka (2025): Zukunft der Arbeit. Geschlechtervergleich in der Berufsorientierung im Zeitalter der Künstlichen Intelligenz. Gender Comparison in Career Orientation in the Age of Artificial Intelligence. In: Zeitschrift für Berufs- und Wirtschaftspädagogik, Jg. 121, H. 1, S. 57-79. DOI:10.25162/zbw-2025-0002

Abstract

"Dieser Beitrag untersucht, wie Jugendliche ihre berufliche Zukunft in einer zunehmend von KI geprägten Welt einschätzen und welche geschlechtsspezifischen Unterschiede bestehen. In einer Online-Umfrage (N = 2144) in der Schweiz bewerteten Jugendliche auf der Sekundarstufe I ihr AI Empowerment. Anhand eines Vignettenexperiments wurde der Einfluss von Augmentationsstrategien auf die Wahrnehmung von IKT-Berufen untersucht. Die Ergebnisse zeigen, dass Mädchen sich im Umgang mit KI weniger befähigt fühlen als Jungen. Dialogorientierte Augmentationsstrategien könnten dazu beitragen, KI-Berufe für junge Frauen attraktiver zu machen. Bildungseinrichtungen und Unternehmen könnten hier ansetzen und eine zukunftsorientierte Grundhaltung fördern, um Jugendliche für die Zusammenarbeit mit KI zu stärken." (Autorenreferat, IAB-Doku)

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Tanhua, Inkeri (2025): Racialised discourses on migrants and language skills in Finnish vocational education. In: Journal of vocational education and training, S. 1-18. DOI:10.1080/13636820.2025.2543591

Abstract

"This article examines how discourses on migrants, language skills, and the suitability of educational and vocational paths can racialize the students perceived as migrants in Finnish vocational education and training (VET). The study draws on observations and interviews with students and teachers on two differently gender-typed programs, women-dominated dental technology and men-dominated mechanical engineering. In both programmes, most students have moved to Finland and started learning Finnish a few years before entering vocational education. Drawing on critical race theory and critical discourse analysis, the article identifies four discourses that racialize the students perceived as migrants. The discourse on VET as ‘a realistic choice for migrants lacking language skills’ in dental technology and the idealization of ‘hard-working migrants’ in mechanical engineering encourage migrants’ entry to these programs, but simultaneously racialise them. The discourse on ‘sufficient Finnish skills’ in mechanical engineering encourages, while the discourse on ‘high level of language proficiency’ in dental technology discourages migrants’ entry to the profession, and demonstrates that racism can be hidden behind the talk on language skills. Together, these discourses show that the processes of racialisation are mundane in VET and can direct people’s educational and occupational paths." (Author's abstract, IAB-Doku) ((en))

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Uunk, Wilfred (2025): Can Gender Stereotypes Explain the Gender‐Equality Paradox? A Reassessment. In: Sociology Compass, Jg. 19, H. 10. DOI:10.1111/soc4.70117

Abstract

"The social science literature surprisingly found that gender differences in the choice of and preference for science, technology, engineering, and mathematics (STEM) study majors are larger in more gender-equal and affluent countries. This phenomenon is known as the Gender-Equality Paradox (GEP). Some scholars attributed GEP regarding students' mathematics intentions entirely to gender stereotypes, particularly the stereotype that “math is not for girls”. In this study, I reassess the finding that gender stereotypes can explain GEP because (a) the stereotype measure was not independently assessed from the prime respondents, overestimating the stereotype effect, (b) gender-STEM stereotypes may not associate with gender equality and societal affluence, and (c) the effect of gender-STEM stereotypes on gendered mathematics intentions may decrease with societal affluence. Multilevel analyses of data from the Programme for International Student Assessment (PISA) 2012 support my suggestions. A measure of gender-science stereotypes independently assessed from PISA—the Implicit Association Test—cannot satisfactorily account for GEP regarding students' mathematics intentions. The reasons are a weak association between gender-science stereotypes and societal affluence/gender equality, an only partially significant effect of these stereotypes on the gender gap in mathematics intentions, and a normative effect that decreases with societal affluence. Therefore, GEP remains a puzzling issue that warrants further investigation." (Author's abstract, IAB-Doku) ((en))

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de Koning, Bart K., Didier Fouarge & Robert Dur (2025): Correcting Beliefs About Job Opportunities and Wages: A Field Experiment on Education Choices. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 17951), Bonn, 72 S.

Abstract

"We run a field experiment in which we provide information to students about job opportunities and hourly wages of occupations they are interested in. The experiment takes place within a widely-used career orientation program in the Netherlands, and involves 28,186 pre-vocational secondary education students in 243 schools over two years. The information improves the accuracy of students' beliefs and leads them to change their preferred occupation to one with better labor market prospects. Administrative data that covers up to four years after the experiment shows that students choose (and remain in) post-secondary education programs with better job opportunities and higher hourly wages as a result of the information treatment." (Author's abstract, IAB-Doku) ((en))

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Choi, Koangsung, Francesco Renna & Chung Choe (2024): The impact of field of study on the gender wage gap: evidence from the first job offer out of college. In: Applied Economics, Jg. 56, H. 53, S. 6713-6729. DOI:10.1080/00036846.2023.2276078

Abstract

"Using a sample of recently graduated college students from South Korea, we estimate the effects of the between-majors and within-major gender wage gap. We use a recentered influence function to decompose the wage differential between majors and find that women face a higher rate of return to the field of study. In addition, women tend to select their program of study with the intention of optimizing their earnings potential relative to men. In calculating the within-major gender wage gap, we control for selectivity into a field of study extending the current methodology to a multinomial logit setting. We test our model using a sample of new graduates from South Korea. We consider six college majors. The within-major wage differential ranged from 8.2% for natural science graduates to 17% for social science graduates. After selection is accounted for, the gender wage gap becomes smaller in humanities graduates but increases in natural science and medicine graduates. Decomposing the selection correction term into explained and unexplained factors eliminates discrimination in medicine and points to reverse discrimination in natural science." (Author's abstract, IAB-Doku) ((en))

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Herdman, Paul, Anthony Mann, Alison Burke & Patrick Signoret (2024): Innovation in career pathways across five countries. (OECD education working papers 320), Paris, 87 S. DOI:10.1787/742bcd05-en

Abstract

"Since the Great Financial Crisis (2007–08) many countries have explored how education systems can better prepare students for their working lives in order to reduce youth unemployment and enhance educational engagement and achievement. This paper focuses on Career Pathways, learning programmes delivered in general secondary education that allow students to undertake a deep exploration of a vocational field of interest while keeping their options for the future open. In a first-of-its-kind analysis and building on understanding of historic provision, the study considers innovation in programme development in five predominantly Anglophone countries (Australia, Canada, New Zealand, Scotland and the United States) since 2010. While historically participation in Career Pathways has been strongly associated with better employment outcomes for learners, evaluations have highlighted important challenges to their delivery at scale for the full range of learners. This paper reviews a range of responses to historic challenges based on study visits to five countries and closes with policy recommendations for future enhancement of provision." (Author's abstract, IAB-Doku) ((en))

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Huttunen, Kristiina & Krista Riukula (2024): Parental job loss and children’s career choices. In: Labour Economics, Jg. 90. DOI:10.1016/j.labeco.2024.102578

Abstract

"We examine how shocks to parents’ careers affect the children’s educational choices and career outcomes. Using Finnish administrative data, we find that a father’s job loss decreases the likelihood of a child choosing the father’s study field. Children of displaced fathers have lower earnings and are more likely to choose study fields with lower predicted earnings; however, we find no effects on the outcomes measured before study choices are made, such as school grades, inactivity and juvenile delinquency. The results suggest that labor market shocks can carry over to the next generation through children’s career choices." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))

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Hägglund, Anna Erika (2024): Same degrees, different outcomes? Fields of study choices and gender wage inequality in Finland and Germany. In: Social science research, Jg. 122. DOI:10.1016/j.ssresearch.2024.103029

Abstract

"Men and women's diverging fields of study choices contribute to the gender wage gap among highly educated workers in several countries, yet systematic cross-national comparisons are rare. Using data from the German Socio-Economic Panel Study, the German Microcensus, and Statistics Finland this study explores whether fields of study shape the gender wage gap differently in Germany than in Finland; two countries that display strong linkages between education and employment, but differ in the generosity of family policies. The results show that fields of study are an important source of gender wage disparities in both countries. In Germany, associations between characteristics of fields and wages do not seem to differ between the genders. In Finland, the findings suggest that women profit more than men from fields with strong linkages to occupations. Our findings highlight that research analyzing the association between fields of study and gender inequality needs to consider institutional features and gender-specific patterns." (Author's abstract, IAB-Doku, © 2024 Elsevier) ((en))

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Ost, Ben, Weixiang Pan & Douglas A. Webber (2024): Institution, Major, and Firm-Specific Premia: Evidence from Administrative Data. (Finance and economics discussion series / Board of Governors of the Federal Reserve System 2024-018), Washington, DC, o. Sz. DOI:10.17016/FEDS.2024.018

Abstract

"We examine how a student’s field of Degree and institution attended contribute to the labor market outcomes of young graduates. Administrative panel data that combines student transcripts with matched employer-employee records allow us to provide the first decomposition of premia into individual and firm-specific components. We find that both major and institutional premia are more strongly related to the firm-specific component of wages than the individual-specific component of wages. On average, a student’s major is a more important predictor of future wages than the selectivity of the institution attended, but major premia (and their relative ranking) can differ substantially across institutions, suggesting the importance of program-level data for prospective students and their parents." (Author's abstract, IAB-Doku) ((en))

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Putz, Sabine & René Sturm (Hrsg.) (2024): Berufsorientierung, Berufsberatung und Berufswahl. Eine Projektschau der Abt. Arbeitsmarktforschung und Berufsinformation des AMS Österreich der Jahre 2015 bis 2023. (AMS-Report / Arbeitsmarktservice Österreich 178), Wien, 268 S.

Abstract

"Das AMS Österreich mit seiner Abt. Arbeitsmarktforschung und Berufsinformation (ABI) ist hierzulande mit eine der wichtigsten Institutionen, die sich der flächendeckenden Versorgung der breiten Bevölkerung wie auch der verschiedenen Fachöffentlichkeiten (Lehrkräfte im schulischen Bereich, Bildungs- und BerufsberaterInnen einschließlich der MitarbeiterInnen in den BerufsInfoZentren des AMS, JugendberaterInnen, BildungsmanagerInnen, TrainerInnen in arbeitsmarktpolitischen Maßnahmen wie auch im Gesamtfeld der Erwachsenenbildung, JournalistInnen u.v.m.) mit Berufs- und Arbeitsmarktinformationen widmet und darüber hinaus verschiedene weitere relevante Serviceangebote zur Bildungs- und Berufsorientierung bereitstellt. Der vorliegende AMS report 178 bietet anhand ausgewählter Forschungsprojekte bzw. praxisorientierter Publikationen einen mehrjährigen und repräsentativen Querschnitt dieser Aktivitäten des AMS Österreich." (Autorenreferat, IAB-Doku)

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Wolter, Stefan C. & Thea Zöllner (2024): Are Parents an Obstacle to Gender-Atypical Occupational Choices? (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 16955), Bonn, 18 S.

Abstract

"Despite numerous measures intended to enhance gender equality, gender-specific study and career choices remain a persistent concern for policymakers and academics globally. We contribute to the literature on gendered career choices by focusing on explicitly stated parental preferences for their children's occupations, using a large-scale randomized survey experiment with adults (N=5940) in Switzerland. The focus on parents (and hypothetical parents) is motivated by the observation that adolescents consistently mention their parents as the single most important factor influencing their career choices. The surveyed adults are presented with a realistic choice situation, in which their hypothetical daughter or son has been proposed two different training occupations. The pair of occupations presented to the adults is drawn from a random sample of 105 pairs of occupations, and the respondents are not informed about the gender distribution of the two occupations. Results show that adults are gender-neutral when advising a daughter but have a pronounced preference for male-dominated occupations when advising sons. Preferences are almost identical for parents and non-parents and across age cohorts of adults." (Author's abstract, IAB-Doku) ((en))

Abstract

"This report explores how school-level career guidance systems can more effectively respond to social inequalities. It draws on new analysis of PISA and PIAAC data and builds on the OECD Career Readiness Indicators to review the impact of inequalities related primarily to socio-economic background, gender and migrant status/ethnicity on the character of education-to-work transitions. The data analysis identifies additional barriers facing certain demographic groups in converting human capital into successful employment. It also finds that teenage access to career development is strongly patterned by the demographic characteristics of students. Consequently, the report highlights a range of career guidance interventions that can be expected to mitigate the negative impact of inequalities on student outcomes, enabling fairer access to economic opportunities. The report concludes by reviewing how the innovative new Career Education Framework in New Brunswick (Canada) systematically addresses inequalities within K-12 provision." (Author's abstract, IAB-Doku) ((en))

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Adamuti-Trache, Maria & Yi Leaf Zhang (2023): Uncertainty and change in American youth occupational expectations. In: Journal of education and work, Jg. 36, H. 3, S. 202-219. DOI:10.1080/13639080.2023.2174956

Abstract

"Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is strongly affected by student educational expectations and actual attainment by age 26. The study findings indicate that higher educational attainment leads to stability in occupational expectations and higher prestige scores of the intended occupations. Females are more likely than males to have higher occupational expectations. Academic self-efficacy and self-regulatory behaviours during secondary education lead to higher occupational expectations, as does an understanding of employment barriers. Non-college-bound youth and postsecondary non-completers experience a higher drop in occupational expectations over time which could reveal unrealistic career plans." (Author's abstract, IAB-Doku) ((en))

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Altmejd, Adam (2023): Inheritance of fields of study. (Working papers / Institute for Evaluation of Labour Market and Education Policy 2023,11), Uppsala, 60 S.

Abstract

"University graduates are more than three times as likely to hold a degree in the field that their parent graduated from. To estimate how much of this association is caused by the educational choices of parents, I exploit admission thresholds to university programs in a regression discontinuity design. I study individuals who applied to Swedish universities between 1977 and 1992 and evaluate how their enrollment in different fields of study increases the probability that their children later study the same topic. I find strong causal influence. At the aggregate level, children become 50% more likely to graduate from a field if their parent has previously enrolled in it. The effect is positive for most fields, but varies substantially in size. Technology, engineering, medicine, business exhibit the largest, significant, effects. For these fields, parental enrollment increases child graduation probability with between 2.0 and 12.8 percentage points. I show that the parent’s labor market experience plays an important role in explaining the results, but parental field enrollment does not increase subject-specific skills, nor is it associated with higher returns to earnings. I find little evidence for comparative advantage being the key driver of field inheritance. Rather, parents seem to function as role models, making their own field choice salient. This is indicated by the fact that children become less likely to follow parents with weak labor market prospects, and that children are more likely to follow the parent with the same gender." (Author's abstract, IAB-Doku) ((en))

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Astleithner, Franz, Susanne Vogl & Raphaela Kogler (2023): Occupational aspirations at the end of compulsory schooling: The interplay of parents' educational background, work values and self-Concepts in the reproduction of inequality. In: Österreichische Zeitschrift für Soziologie, Jg. 48, H. 3, S. 333-358. DOI:10.1007/s11614-023-00541-3

Abstract

"Am Ende der Sekundarstufe I stehen Entscheidungen über die weitere Schul- oder Berufsausbildung und bestimmen den schulischen und beruflichen Werdegang. Das Verständnis der Entscheidungsprozesse während dieses Übergangs hilft, die generationsübergreifende Reproduktion von Ungleichheit aufzuklären. Ziel dieser Studie ist es, die Einflüsse auf Berufswünsche und die Art und Weise, wie der Bildungsstand der Eltern sie prägt, zu verstehen. Wir haben Daten aus einer Online-Umfrage unter 3078 Schülern im Alter von etwa 15 Jahren in der allgemeinbildenden Schule der Neuen Mittelschule in Wien (Österreich) analysiert. Basierend auf Regressionsanalysen und Pfadmodellen zeigen wir, dass der Bildungshintergrund mit den Berufswünschen zusammenhängt. Arbeitswerte, Einstellungen zur Schule und Sozialkapital prägen Berufswünsche, können aber nicht (vollständig) durch den Bildungshintergrund erklärt werden. Darüber hinaus finden wir keine Hinweise darauf, dass die Kontrollüberzeugung das Niveau der beruflichen Ambitionen beeinflusst." (Autorenreferat, IAB-Doku, © Springer-Verlag)

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Bellmann, Lutz & Günther Schmid (2023): Übergänge von der Schule in den Beruf: Kann Deutschland von der Schweiz lernen? (WZB discussion paper : Emeriti EME 2023-001), Berlin, 47 S.

Abstract

"Obwohl sich das duale System der Berufsausbildung im Hinblick auf die Integration von jungen Menschen in das Bildungs- und Beschäftigungssystem generell als erfolgreich erwiesen hat, bestehen erhebliche Unterschiede in der Governance. Dementsprechend variieren Bildungs- und Beschäftigungsniveaus sowie die Risiken von NEET (neither in employment, nor in education and training), Arbeitslosigkeit und Armut. Nicht erst seit der COVID-19-Pandemie wird das deutsche System der Berufsausbildung aus vielen Gründen stark kritisiert, während das entsprechende System in der Schweiz eher positiv gewürdigt wird. Deshalb vergleichen wir die beiden Steuerungssysteme des Übergangs von der Schule in den Beruf. Vor dem Hintergrund der Theorie der Übergangsarbeitsmärkte betrachten wir die jeweiligen Ordnungen, Akteure, Übergangspfade und aktuellen Entwicklungen. Danach präsentieren wir unsere Bewertung: Deutschland kann von der Schweiz lernen, insbesondere hinsichtlich der Schaffung verlässlicher Brücken zwischen verschiedenen Ausbildungs- und Erwerbsverläufen, der Verbesserungen im Bereich der Berufsorientierung, der laufenden Aktualisierung der Berufsbildungs-Curricula durch verbindliche Vereinbarungen, der Modularisierung und nachhaltigen Finanzierung der beruflichen Bildungsgänge. Überlegungen zu konkreten und grundlegenden Reformoptionen bilden den Abschluss." (Autorenreferat, IAB-Doku)

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DiPrete, Thomas A. & Joanna Chae (2023): Coordinated markets, school-to-work linkages, and labor market outcomes in Europe. In: Research in Social Stratification and Mobility, Jg. 87 1-19. DOI:10.1016/j.rssm.2023.100840

Abstract

"A large literature has theorized about the importance of skill formation systems for labor market outcomes. Focusing on twenty two European countries, this paper establishes that countries differ in the strength of the pathways that connect educational credentials to the occupational structure. Pathway strength matters for the quality of occupational matching, for employment and earnings, and for the earnings gap between well matched and less well-matched workers. Systematic country differences matter most clearly in their implications for the average strength of linkage between educational credentials and the occupational structure. The strength of the association between local linkage strength and labor market outcomes may also vary by country or across the various country clusters that have been identified in the institutional literature. However, the considerable within-country heterogeneity in the cross-country rankings of individual pathways implies that one needs to look within countries to understand pathway structure and its connection with career progression and labor market outcomes." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))

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Erosa, Andrés, Luisa Fuster, Gueorgui Kambourov & Richard Rogerson (2023): Wage and Earnings Inequality Between and Within Occupations: The Role of Labor Supply. (NBER working paper / National Bureau of Economic Research 31665), Cambridge, Mass, 37 S.

Abstract

"We document systematic differences in wage and earnings inequality between and within occupations and show that these differences are intimately related to systematic differences in labor supply across occupations. We then develop a variant of a Roy model in which earnings are a non-linear function of hours, with the extent of this non-linearity differing across occupations. In our theory, the interplay between heterogeneity in tastes for leisure and occupational differences in non-linearities affects the sorting of workers. Moreover, this interplay is crucial to account for the facts on the distributions of hours, wages, and earnings within and across occupations." (Author's abstract, IAB-Doku) ((en))

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Giménez-Nadal, José Ignacio, José Alberto Molina & Jorge Velilla (2023): Occupational sorting and the transmission of self-employment between generations. In: Applied Economics Letters, Jg. 30, H. 12, S. 1631-1634. DOI:10.1080/13504851.2022.2074354

Abstract

"Existing research has focused on factors explaining self-employment decisions, and the intergenerational transmission of self-employment has been posited as one explanatory factor. However, findings differ across countries, and the channels for such transmission remain unclear. Using data from the European Union Statistics on Income and Living Conditions, we analyse whether working in the same occupation as parents, conditional on parents’ self-employment, is related to being self-employed. Results show that working in the same occupation as parents is statistically and significantly related to being self-employed, which may indicate the existence of intergenerational transmission of self-employment. Furthermore, this relationship is especially significant between fathers and sons." (Author's abstract, IAB-Doku) ((en))

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Ilyés, Virág & Anna Sebők (2023): University peers and career prospects: The impact of university ties on early labor market outcomes. In: Economics of Education Review, Jg. 96. DOI:10.1016/j.econedurev.2023.102456

Abstract

"By using extensive Hungarian administrative data, this study aims to provide empirical evidence that former university ties strongly influence the labour market outcomes of individuals, even early in their careers. The estimates focus on the early career paths of graduates who obtained a master's degree between 2010 and 2017. As direct information on social contacts is not available in the dataset, we proxy university peers as students who started and finished the same university programmes (bachelor's or master's) in the same semester. Our results suggest that individuals are more likely to get hired by given firms if their former peers work there. The measured effects are considered significant and quite robust, even after controlling for the important sources of potential bias. Although we cannot present exact proof of the direct help of contacts, we provide suggestive evidence that seems to confirm the existence of such assistance. Our findings also revealed that the measured benefits are mainly attributable to connections from bachelor's studies. The effect of master's peers is mostly driven by the selection of individuals alongside prevalent study track-firm pathways. By comparing entries into new firms with and without peers, we also show that graduates with links have better labor market outcomes after hiring: they earn higher wages, obtain better and more prestigious positions, and stay longer at their new firm. The results draw attention to the importance of university peers in the labour market and contribute to the discussions about the determinants of early labour market success." (Author's abstract, IAB-Doku, © 2023 Elsevier) ((en))

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Kiss, Andrea, Robert Garlick, Kate Orkin & Lukas Hensel (2023): Jobseekers’ Beliefs about Comparative Advantage and (Mis)Directed Search. (Upjohn Institute working paper 388), Kalamazoo, Mich., 99 S. DOI:10.17848/wp23-388

Abstract

"Worker sorting into tasks and occupations has long been recognized as an important feature of labor markets. But this sorting may be inefficient if jobseekers have inaccurate beliefs about their skills and therefore apply to jobs that do not match their skills. To test this idea, we measure young South African jobseekers’ communication and numeracy skills and their beliefs about their skill levels. Many jobseekers believe they are better at the skill in which they score lower, relative to other jobseekers. These beliefs predict the skill requirements of jobs where they apply. In two field experiments, giving jobseekers their skill assessment results shifts their beliefs toward their assessment results. It also redirects their search toward jobs that value the skill in which they score relatively higher—using measures from administrative, incentivized task, and survey data—but does not increase total search effort. It also raises earnings and job quality, consistent with inefficient sorting due to limited information." (Author's abstract, IAB-Doku) ((en))

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Mayrhuber, Christine (2023): Auswirkungen von Berufswahl, Erwerbsunterbrechungen und Teilzeitarbeit auf das Lebenseinkommen von Frauen: Zentrale Ergebnisse und Schlussfolgerungen einer aktuellen Studie im Auftrag des AMS Österreich. (AMS-Info / Arbeitsmarktservice Österreich 576), Wien, 4 S.

Abstract

"(...) Die vorliegende Studie ist eine Aktualisierung wie auch Erweiterung einer Studie aus 2017. Im ersten Abschnitt wird die Arbeitsmarktintegration der Frauen in Österreich entlang der Dimensionen Arbeitszeit und Einkommen analysiert. Die Datengrundlage sowie die Annahmen zu den modellierten Erwerbs- und Einkommensverläufen finden sich im zweiten Abschnitt. Der dritte Abschnitt behandelt die strukturellen Unterschiede der Erwerbseinkommens- summen entlang unterschiedlicher Wirtschaftsbranchen und Berufe, die Frauen ohne Erwerbsunterbrechungen haben. Ein Vergleich der Erwerbseinkommen bei durchgängigen Erwerbsverläufen zeigt, dass die strukturellen Verdienstunterschiede zwischen den Wirtschaftsklassen im Hinblick auf die Lebenseinkommensmöglichkeiten bedeutender sind, als die Effekte von vorübergehenden Teilzeitphasen. Im vierten Abschnitt sind die Ergebnisse der modellierten elf hypothetischen Erwerbsbiographien auf die Erwerbs- und Pensionseinkommen der Frauen festgehalten. Im ersten Teil sind die Unterschiede der summieren Erwerbseinkommen diskutiert, die Vollzeit- und Teilzeiterwerbstätigkeit nach sich zieht. Des Weiteren wird gezeigt, welche Auswirkungen sowohl Erwerbsunterbrechungen als auch Teilzeitarbeitsphasen auf das Lebenseinkommen in fünf unterschiedlichen Berufen und fünf unterschiedlichen Wirtschaftsbranchen haben. (...)" (Autorenreferat, IAB-Doku)

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Orellana, Alexis & Kegon Teng Kok Tan (2023): Skills, Aspirations, and Occupations. (HCEO working paper / Human capital and economic opportunity global working group 2023,027), Chicago, Ill., 44 S.

Abstract

"It is well documented that children often "inherit" the occupations of their parents. This paper studies the role of early occupational aspirations in determining later life outcomes, a potentially important channel for intergenerational correlations in occupations. Using the Wisconsin Longitudinal Study, we estimate a lifecycle model of college choice and occupation choice to quantify the effect of aspirations on education and wages. We find that aspirations have a sizeable impact on educational attainment and wages, even conditional on latent skills that we recover from the choice model. We also simulate the importance of family background conditional on skills through the strong correlation between family background and aspirations. Our findings suggest that aspirations may be a valuable lever for reducing intergenerational inequality." (Author's abstract, IAB-Doku) ((en))

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Palffy, Patricia, Patrick Lehnert & Uschi Backes-Gellner (2023): Social norms and gendered occupational choices of men and women: Time to turn the tide? In: Industrial Relations, Jg. 62, H. 4, S. 380-410. DOI:10.1111/irel.12332

Abstract

"We analyze the relationship between social gender norms and adolescents' occupational choices by combining regional votes on constitutional amendments on gender equality with job application data from a large job board for apprenticeships. The results show that adolescent males in regions with stronger traditional social gender norms are more likely to apply for typically male occupations. This finding does not hold for females, suggesting that incentivizing men to break the norms and choose gender-atypical occupations (e.g., in healthcare) can be even more effective in accelerating advancement toward gender equality in the labor market than incentivizing women to choose STEM occupations." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))

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Schüle, Paul (2023): Career Preferences and Socio-Economic Background. (Ifo working papers 395), München, 50 S.

Abstract

"Career decisions, that is educational and occupational choice, are not only made by comparing expected incomes, but also by considering non-monetary rewards like social impact, chances of promotion, or the compatibility of work and family. In this paper, I use rich panel data from Germany to show that preferences about such aspects of a career as stated at age 17 are strong predictors of future earnings in the labor market. At the same time, these preferences differ significantly by socioeconomic background, and intergenerational income persistence is reduced by 8–22 percent when accounting for career preferences." (Author's abstract, IAB-Doku) ((en))

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Seehuus, Sara (2023): Gender differences and similarities in work preferences: Results from a factorial survey experiment. In: Acta sociologica, Jg. 66, H. 1, S. 5-25. DOI:10.1177/00016993211060241

Abstract

"Despite increased gender equality in many arenas in most of the Western world, women and men continue to choose different educational paths; this is one reason for the persistent gender segregation in the labour market. Cultural and economic explanations for occupational gender segregation both contend that gendered career choices reflect gendered preferences. By analysing data from a multifactorial survey experiment conducted in Norway, designed to isolate the preferences for occupations from preferences for job attributes with which occupation is often correlated: pay; type of position; and amount of work, this article examines whether and to what extent boys and girls who have not yet entered the labour market have different preferences for different work dimensions. The study shows some gender differences in occupational preferences, while also demonstrating similarities in boys’ and girls’ preferences for work dimensions, such as pay and working hours. This indicates that attributes tested by the experiment, which are typically associated with gendered occupations, cannot independently explain why boys and girls tend to have divergent occupational preferences. Importantly, however, the results suggest that boys’ reluctance to undertake some female-typed occupations might be reduced if they did not pay less than male-typed occupations requiring the same level of education." (Author's abstract, IAB-Doku) ((en))

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Steiner, Karin & Irina Kachapova (2023): Bedarfe und Trends in der Bildungs- und Berufsberatung von österreichischen Maturant:innen. (AMS-Report / Arbeitsmarktservice Österreich 175), Wien, 68 S.

Abstract

"Im Auftrag der Abt. Arbeitsmarktforschung und Berufsinformation (ABI) des AMS Österreich wurden vom sozialwissenschaftlichen Forschungs- und Beratungsinstitut abif im Herbst 2023 verschiedene Beratungseinrichtungen, die vor allem MaturantInnen beraten, dahingehend befragt, welchen Beratungsbedarf diese konkret haben und wie sich dieser in den letzten zehn Jahren geändert hat. Im Zuge dessen wurde auf die Situation bei der Studienauswahl an Fachhochschulen, Pädagogischen Hochschulen und Universitäten fokussiert. Im Zuge der Literatur- und Studienanalyse wurden auch die Ergebnisse der schon oben erwähnten Studie des IHS (Maturierendenbefragung 2022) im Auftrag des BMBWF berücksichtigt und in die Analysen miteinbezogen." (Autorenreferat, IAB-Doku)

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Card, David, Ciprian Domnisoru, Seth G. Sanders, Lowell Taylor & Victoria Udalova (2022): The Impact of Female Teachers on Female Students' Lifetime Well-Being. (NBER working paper 30430), Cambridge, Mass, 76 S. DOI:10.3386/w30430

Abstract

"It is widely believed that female students benefit from being taught by female teachers, particularly when those teachers serve as counter-stereotypical role models. We study education in rural areas of the US circa 1940 - a setting in which there were few professional female exemplars other than teachers - and find that female students were more successful when their primary-school teachers were disproportionately female. Impacts are lifelong: female students taught by female teachers were more likely to move up the educational ladder by completing high school and attending college, and had higher lifetime family income and increased longevity." (Author's abstract, IAB-Doku) ((en))

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Chhaochharia, Vidhi, Mengqiao Du & Alexandra Niessen-Ruenzi (2022): Counter-stereotypical female role models and women's occupational choices. In: Journal of Economic Behavior & Organization, Jg. 196, S. 501-523. DOI:10.1016/j.jebo.2022.02.009

Abstract

"This paper examines the relation between counter-stereotypical female role models and women's labor supply and occupational choices. Using hand-collected data from Gallup surveys that cover more than 50 years, we create a direct measure of counter-stereotypical female role models based on the fraction of local survey respondents who state that they admire famous women in business, politics, or science. We show that admiring counter-stereotypical female role models is associated with more women participating in the labor market, working in male-dominated and STEM industries, and taking managerial positions, which eventually alleviates the gender pay gap." (Author's abstract, IAB-Doku, © 2022 Elsevier) ((en))

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Clark, Andrew E., Maria Cotofan & Richard Layard (2022): The Full Returns to the Choice of Occupation and Education. (IZA discussion paper 15279), Bonn, 57 S.

Abstract

"Information on both earnings and non-pecuniary rewards is needed to understand the occupational dispersion of wellbeing. We analyse subjective wellbeing in a large UK sample to construct a measure of "full earnings", the sum of earnings and the value of non-pecuniary rewards, in 90 different occupations. Labour-market inequality is underestimated: the dispersion of full earnings is one-third larger than the dispersion of earnings. Equally, the gender and ethnic gaps in the labour market are larger than those in earnings alone, and the full returns to education on the labour market are underestimated. These results are similar in data on US workers. In neither cross-section nor panel data do we find evidence of compensating differentials." (Author's abstract, IAB-Doku) ((en))

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Lessky, Franziska, Erna Nairz & Marcus Wurzer (2022): Social selectivity and gender-segregation across fields of study: Comparative evidence from Austria. In: International Journal of Comparative Sociology, Jg. 63, H. 4, S. 201-221. DOI:10.1177/00207152221099171

Abstract

"This study explores stratification within the Austrian university system by focusing on social selectivity and gender-segregation across fields of study. We investigate how much the choice of field of study is associated with parental educational background and the gender of the students—especially, how these characteristics vary across individual (teaching) subjects. Teacher training is often regarded as typically chosen by women and preferred by so-called educational climbers. However, previous studies focus on clusters of fields of study and do not take into account the differences between individual (teaching) subjects. We address this research gap by focusing on a comparison between those who have chosen to undergo a teaching program in a specific subject and those who have studied this specific subject without pedagogical training. By using administrative data from first-year students at Austrian state universities (N = 23,400) in 2016–2017, and applying logistic regression analysis, the results demonstrate that in almost all analyzed fields of study, similar patterns of gender-segregation according to the choice of fields of study can be observed, regardless of whether it concerns a teacher training subject or a corresponding equivalent academic subject. Educational climbers tend to opt more frequently for teacher training subjects than for their corresponding fields—especially in some of the mathematics-oriented science, technology, engineering, and mathematics (STEM) subjects. We contribute to comparative sociological literature by introducing the approach of comparing teacher training subjects to their academic equivalents and revealing a more nuanced picture regarding horizontal inequalities in higher education." (Author's abstract, IAB-Doku) ((en))

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Marcén, Miriam & Marina Morales (2022): The effect of gender norms on gender-based sorting across occupations. (GLO discussion paper / Global Labor Organization 1160), Essen, 41 S.

Abstract

"Despite the notable progress that has been made in bridging the gap between women and men in the world of work, women are still underrepresented in several occupations. In this article, the effect of gender norms on whether women enter male-dominated occupations is analysed using differences in gender equality among early-arrival migrants. The variations in gender norms according to the cultural backgrounds of those migrants by country of origin are exploited to identify their impact on occupational choices. Using data from the American Community Survey, it is found that greater gender equality in the country of origin reduces the gender gap in male-dominated occupations. Suggestive evidence is further shown on the roles of job flexibility and women's relative preferences for family-friendly jobs in shaping gender-based sorting across occupations." (Author's abstract, IAB-Doku) ((en))

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Pregaldini, Damiano, Simone Balestra & Uschi Backes-Gellner (2022): Does Ethnic Diversity in Schools Affect Occupational Choices? (Working paper / Swiss Leading House 201), Zürich, 51 S.

Abstract

"We study how two distinct dimensions of peer ethnic diversity (ethnic fractionalization and ethnic polarization) affect occupational choice. Using longitudinal administrative data and leveraging variation in ethnic composition across cohorts within schools, we find evidence for two opposing effects. Ethnic fractionalization increases the likelihood of students sorting into people-oriented occupations while ethnic polarization reduces this likelihood. Using data on social and cognitive skills, we provide evidence that exposure to higher levels of ethnic fractionalization enhances the students' formation of social skills and increases the likelihood of students sorting into people-oriented occupations where the returns to these skills are higher." (Author's abstract, IAB-Doku) ((en))

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Schmölz, Alexander, Karin Gugitscher, David Österle, Alexander Petanovitsch, Veronika Litschel & Roland Löffler (2022): Berufswahl in der Adoleszenz. Projektbericht des Österreichischen Instituts für Berufsbildungsforschung (öibf), Wien. (AMS-Report / Arbeitsmarktservice Österreich 164), Wien, 82 S.

Abstract

"Aus dem einleitenden Teil: "Diese Studie präsentiert die Lebensrealitäten von Jugendlichen in Wien am Übergang von der Schule in den Beruf. Es werden unterschiedliche Aspekte aufgezeigt, die bei der Wahl eines Berufes für diese Jugendlichen ausschlaggebend sind. Dabei wird das Augenmerk vor allem auf chancenbenachteiligte Jugendliche und deren besonderen Herausforderungen und Lebensumstände gelegt. Vorgestellt werden spezifische Ressourcen, die bereitgestellt werden müssen, damit diesen Jugendlichen eine gelingende Berufswahl möglich ist. Auf Basis der im empirischen Teil gewonnenen Ergebnisse werden Ansätze zur Stärkung und zum Empowerment der Jugendlichen entwickelt und zusammengefasst. Neben dem Ziel, eine Ausbildung erfolgreich abzuschließen, zeigt sich, dass es arbeitsmarktpolitisch sinnvoll ist, dass diese Jugendlichen: 1. eine aktiv erworbene berufliche Identität entwickeln; 2. eine aktive Positionierung »Ich will« gegenüber Arbeit einnehmen; 3. eine reflektierte Berufswahl treffen. Um diese Ziele zu erreichen, erweisen sich vor allem humanistische Ansätze der Berufsorientierung, Bildungsberatung und Übergangsbegleitung als wirkmächtig, da sie neben der Begleitung der Berufswahl auch zur Stärkung des Selbstbewusstseins, des Selbstwirkungsgefühls und der Handlungskompetenz des Einzelnen beitragen." (Autorenreferat, IAB-Doku)

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Vals, Ona, Franz Astleithner, Brigitte Schels, Susanne Vogl & Raphaela Kogler (2022): Educational and Occupational Aspirations: A Longitudinal Study of Vienna Youth. In: Social Inclusion, Jg. 10, H. 2, S. 226-239., 2022-02-01. DOI:10.17645/si.v10i2.5105

Abstract

"During their transition from lower to upper secondary education, young people make educational and occupational choices driven by their aspirations. Such aspirations are shaped by the individuals’ social environment, their idea of what seems achievable and desirable, and their experiences. Therefore, aspirations can change during the transitional phase. In this article, we explore the development of educational and occupational aspirations of young people over three years. At the start of the study period, the students were attending the lower track in lower secondary education, the so‐called Neue Mittelschule (8th grade), in the city of Vienna in the 2017–2018 academic year. Drawing on the panel survey data (2018–2020) of the Pathways to the Future project, we simultaneously explore stability and change of educational and occupational aspirations. We describe different patterns of change in aspirations and analyse the influence of sociodemographic characteristics and prior achievement on these patterns. Using latent transition analysis, we identify 11 patterns of aspirations with important differences depending on social background. Most of the students have stable aspirations. However, the results show that school performance, migration background, and the level of parental education play important roles in explaining different levels and patterns of aspirations over time. These longitudinal analyses of educational and occupational aspirations provide important insights into the transition process." (Author's abstract, IAB-Doku, © COGITATIO Press) ((en))

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(2022): Suchstrategien & Informationsverhalten zum Thema Beruf, Bildung und Arbeitsmarkt - Befragung Jugend (12 bis 24 Jahre). Eine Studie von IPSOS im Auftrag des AMS 2022. (AMS-Arbeitsmarktstrukturbericht), Wien, 90 S.

Abstract

"Jugendliche gelten aus Sicht des AMS als besonders wichtige KundInnengruppe. Ziel/Inhalt: Erhebung von Daten über AMS und BIZ Bekanntheitsgrad, Bekanntheitsgrad der AMS Online Infos, Daten zur Arbeitsmarktsituation aus Sicht der Jugendlichen. Zweck: Informationstransfer in Richtung Aus- und Weiterbildung von BIZ MitarbeiterInnen. Auch bei internen Weiterbildungsveranstaltungen für AMS BeraterInnen werden jene Themenbereiche vorgestellt, die für den Aufbau eines gut funktionierenden Service für jugendliche KundInnen bedeutsam sind. Die Daten werden im jährlichen BIZ Bericht veröffentlicht." (Autorenreferat, IAB-Doku)

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Bergmann, Nadja, Norbert Lachmayr, Martin Mayerl & Nicolas Pretterhofer (2021): Frauen in technischen Ausbildungen und Berufen. Fokus auf förderliche Ansätze. (AMS-Report / Arbeitsmarktservice Österreich 157/158), Wien, 224 S.

Abstract

"Der ungleiche Anteil an Frauen und Männern in handwerklichen/technischen Berufen ist ein beharrliches Phänomen. Geschlechterstereotype, die geschlechtsbezogene Konnotation von Berufen und Berufsgruppen sowie durch Inszenierung von Geschlechtszugehörigkeit geprägte Arbeitsumfelder stellen immer noch wirkmächtige Barrieren dar, die einem Eintritt in eine Ausbildung oder einen Beruf im handwerklich-technischen Feld von Frauen im Wege stehen. Diese Barrieren haben sich in den letzten Jahrzehnten zwar etwas verschoben, hielten jedoch im Großen und Ganzen den Bemühungen unterschiedlichster AkteurInnen, die um deren Abbau bemüht waren, stand. Vor diesem Hintergrund hat das AMS Oberösterreich eine Studie zur Wirksamkeit bestehender Maßnahmen und Programme zur Förderung von Frauen und Mädchen in technischen Berufen in Auftrag gegeben. Diese Auftragsvergabe hat die vorliegende Studie zum Ergebnis, mit der dem AMS Oberösterreich – und allen anderen interessierten AkteurInnen – eine wissenschaftliche Grundlage zur Bewertung bestehender sowie Entwicklung neuer arbeitsmarktpolitischer Projekte mit dem Ziel der Begeisterung (junger) Frauen für den handwerklichen/technischen Bereich an die Hand gegeben wird. Bei der Erstellung der Studie wurden, im Sinne einer ganzheitlichen Bearbeitung des Themas, möglichst viele AkteurInnengruppen in die Erhebung miteinbezogen." (Textauszug, IAB-Doku)

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Boar, Corina & Danial Lashkari (2021): Occupational Choice and the Intergenerational Mobility of Welfare. (NBER working paper 29381), Cambridge, Mass, 48 S. DOI:10.3386/w2938

Abstract

"Based on responses in the General Social Survey, we construct an index that captures non-monetary qualities of occupations, such as respect, learning, and work hazards, relevant to the well-being of workers. Using the Panel Study of Income Dynamics and National Longitudinal Survey of Youth data, we document that the children of richer US parents are more likely to select into occupations that rank higher in terms of this index. We rationalize this fact by introducing occupational choice with preferences over the intrinsic qualities of occupations into a standard theory of intergenerational mobility. Estimating the model allows us to infer the equivalent monetary compensation each worker receives from the intrinsic qualities of their chosen occupation. Earnings adjusted to reflect this additional compensation show substantially larger persistence of income from parents to children. Our model further predicts that the trends in the composition of labor demand in the US over the past three decades decreased intergenerational persistence, and also led to higher growth in the welfare of the average worker than that implied by observed earnings." (Author's abstract, IAB-Doku) ((en))

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Clark, Andrew E., Maria Cotofan & Richard Layard (2021): The true returns to the choice of occupation and education. (CEP discussion paper 1746), London, 50 S.

Abstract

"Which occupations are best for wellbeing? There is a large literature on earnings differentials, but less attention has been paid to occupational differences in non-pecuniary rewards. However, information on both types of rewards is needed to understand the dispersion of wellbeing across occupations. We analyse subjective wellbeing in a large representative sample of UK workers to construct a measure of "full earnings", the sum of earnings and the value of non-pecuniary rewards, in 90 different occupations. We first find that the dispersion of earnings underestimates the extent of inequality in the labour market: the dispersion of full earnings is one-third larger than the dispersion of earnings. Equally, the gender and ethnic gaps in the labour market are larger than data on earnings alone would suggest, and the true returns to completed secondary education (though not to a degree) are underestimated by earnings differences on their own. Finally, we show that our main results are similar, and stronger, for a representative sample of US workers." (Author's abstract, IAB-Doku) ((en))

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Covacevich, Catalina, Anthony Mann, Filippo Besa, Jonathan Diaz & Cristina Santos (2021): Thinking about the future. (OECD education working papers 248), Paris, 87 S. DOI:10.1787/02a419de-en

Abstract

"This paper explores how teenage thinking about jobs and careers relates to adulthood labour market outcomes. The OECD working paper Career Ready? How schools can better prepare young people for working life in the era of COVID-19 identifies career certainty, alignment and ambition as relevant indicators related to career thinking. This paper extends analysis of these indicators to new longitudinal datasets from Australia, Denmark, and Switzerland, and incorporates two new indicators, instrumental motivation and career concentration. The findings provide further evidence that teenage career ambition, certainty, alignment, instrumental motivation and broad occupational expectations relate to positive employment outcomes, including in periods of economic turbulence. However, this is not always the case and on some occasions, this association is found only in specific subgroups. Finally, the paper presents evidence from the academic literature, analysis of OECD PISA data and accounts from practitioners, which focus on ways in which schools can foster students’ career thinking." (Author's abstract, IAB-Doku) ((en))

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Yu, Wei-hsin & Janet Chen-Lan Kuo (2021): Gender-Atypical Occupations and Instability of Intimate Unions: Examining the Relationship and Mechanisms. In: Socius, Jg. 7, S. 1-18. DOI:10.1177/23780231211000177

Abstract

"Although social scientists have long been interested in the effects of occupational gender composition on workers, previous research has rarely examined how working in a gender-atypical occupation affects people’s private lives. This study draws on 17 rounds of data from the National Longitudinal Survey of Youth 1997 to investigate how individuals in occupations with varying gender ratios differ in the stability of their intimate unions. The authors also consider various mechanisms that may explain the link between working in a gender-atypical occupation and union instability. Results from random-effects event-history models show that both men and women in gender-atypical occupations experience faster paces of union dissolution than their counterparts in gender-balanced or gender-typical occupations. Female-dominant occupations’ lower pay accounts for a modest portion of the effect of working in female-typed occupations on men’s union instability. By contrast, the more irregular work schedules of male-typed occupations explain a substantial part of why women in such occupations have lower union stability. The remaining associations between occupational gender composition and union instability, we suggest, reflect the tendency for men and women in gender-atypical occupations to undergo greater psychological strain, which in turn increases the difficulty of maintaining intimate relationships." (Author's abstract, IAB-Doku) ((en))