Author Question: Discuss two different theories that consider how workplace inequality operates. How is women's ... (Read 56 times)

washai · **on:** Jul 2, 2018

Discuss two different theories that consider how workplace inequality operates. How is women's inequality in the workplace explained by each theory?

What will be an ideal response?

Question 2

How do socially defined gender differences affect women in the realm of education at all levels?

What will be an ideal response?

iceage · **Reply #1 on:** Jul 2, 2018

Answer to Question 1

Feedback: (1) Human capital theory rests on the individual characteristics that workers bring to their jobs; i.e., individuals invest their human capital in terms of education, training, and so on. Popular explanations for gender differentials point to women themselves, claiming that socialization, education, and the choices women make to take time out of the workforce to have children produce work experiences for women that are different from men's experiences.
(2) Dual labor market theory centers on the labor market itself, which is divided into two separate segments. The primary segment is characterized by stability, high wages, promotion ladders, opportunities for advancement, good working conditions, and provisions for job security. The secondary segment is characterized by low wages, fewer or no promotion ladders, poor working conditions, and little provision for job security. Women's work tends to fall in the secondary segment.

Answer to Question 2

Feedback: Studies show that despite Title IX, girls and boys are not receiving the same education. Both formal and informal curricula are powerful shapers of gender; e.g., girls are more likely to participate in biological sciences and boys in the physical sciences; although girls on average receive higher grades in high school than boys, they tend to score lower on some standardized tests, which are used to make decisions for college scholarships and admissions. While teachers claim to be gender-neutral, they voice beliefs about gendered differences among students and interact with their students in gendered ways; e.g., teachers spent more time with male students when they were working independently and in small groups. Role models are few; e.g., though women are a large percentage of classroom teachers, they are a much smaller percentage of principals and superintendents. At the college level, women are less likely than men to be tenured or tenure-track faculty members, or college/university presidents.