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Gender differences in the quality of the school-to-work transition in Spain

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  • Juan Acosta-Ballesteros
  • M. Pilar Osorno-Del Rosal
  • Olga María Rodríguez-Rodríguez

Abstract

This article analyses to what extent gender affects the quality of the school-to-work transition in Spain, paying special attention to workers’ educational attainment. We estimate a four-equation system that explains the main obstacles young people face in their insertion process: part-time work, overeducation, fixed-term contracts and long unemployment spells; the model also considers the impact of the latter variable on the other three. Moreover, a synthetic indicator of transition quality based on the estimation of this model is developed. We conclude that men experience a better insertion process than women at every level of education (except for higher vocational training), although the gender gap is greater for long-cycle university programmes. Furthermore, when field of study is considered, men from most specializations enjoy a smoother transition than their female counterparts; nevertheless, women have the advantage in some female-dominated fields. A further analysis of gender differences reveals that they are due to the fact of being male or female to a great extent. The results also highlight that school-leavers from work-oriented programmes and those specialized in fields that provide them with more specific skills are more likely to succeed in the transition.

Suggested Citation

  • Juan Acosta-Ballesteros & M. Pilar Osorno-Del Rosal & Olga María Rodríguez-Rodríguez, 2017. "Gender differences in the quality of the school-to-work transition in Spain," Applied Economics, Taylor & Francis Journals, vol. 49(57), pages 5780-5791, December.
  • Handle: RePEc:taf:applec:v:49:y:2017:i:57:p:5780-5791
    DOI: 10.1080/00036846.2017.1343445
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    References listed on IDEAS

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    1. Bell, David N.F. & Blanchflower, David G., 2010. "Youth Unemployment: Déjà Vu?," IZA Discussion Papers 4705, Institute of Labor Economics (IZA).
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