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.
|Number of pages||14|
|Journal||European Sociological Review|
|Early online date||Dec 2014|
|State||Published - 1 Jun 2015|
Bibliographical notePublisher Copyright:
© The Author 2014. Published by Oxford University Press.