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Equal access to the top? Measuring selection into finnish academia
[journal article]
Abstract n this article, we draw a parallel between equality of opportunity in educational transitions and equality of opportunity in academic careers. In both cases, many methodological problems can be ameliorated by the use of longitudinal rather than cross-sectional data. We illustrate this point by using... view more
n this article, we draw a parallel between equality of opportunity in educational transitions and equality of opportunity in academic careers. In both cases, many methodological problems can be ameliorated by the use of longitudinal rather than cross-sectional data. We illustrate this point by using Finnish full-population register data to follow the educational and academic careers of the 1964-1966 birth cohorts from birth to the present day. We show how the Finnish professoriate is highly selected both in terms of parental background and in terms of gender. Individuals of different backgrounds differ greatly in the likelihood of completing different educational and academic transitions, but much less in the age at which they make these transitions. By contrast, women’s academic careers differ from those of men both in terms of timing and in terms of rates, with women’s PhDs and full professorships seemingly delayed compared to those of men. We additionally show with the help of a 2015 cross-section of Finnish professors how such differences are easily overlooked in cross-sectional data.... view less
Keywords
academic (female); gender; education; academy; equality of rights; Finland; woman; equal opportunity; career; university level of education; academic
Classification
Sociology of Science, Sociology of Technology, Research on Science and Technology
Women's Studies, Feminist Studies, Gender Studies
Occupational Research, Occupational Sociology
Document language
English
Publication Year
2019
Page/Pages
p. 90-100
Journal
Social Inclusion, 7 (2019) 1
Issue topic
Inequalities in access to higher education: methodological and theoretical issues
ISSN
2183-2803
Status
Published Version; peer reviewed