Gender And Economics Chapter 6

Front 1

What is the human capital model?

Back 1

 The human capital model is the major supply-side explanation for gender differences.
 HC model: resources are invested in an individual today in order to increase future productivity and earnings

Front 2

What does the graph say about the time and expense in education that women may be willing to invest and what about the consequences of an interrupted career?

Back 2

 Costs of schooling include direct (tuition) and indirect costs (forgone wages)
- A women out of work due to interruption will have a lower gross benefit which decrease the net benefit. This may later decrease her decision making since she will not be making a lot of money.

Front 3

Graph on p. 165

Back 3

 For women they have a shorter expected work life from being out of labor market for childrearing decreases potential returns from education and so less education is sought

Front 4

Be able to describe three examples of subtle barriers and why do they hold back women’s progress in the workplace? (Question 6 on the part 2 discussion questions)

Back 4

o Lacking contact with or firsthand knowledge of successful women, young women may assume that they too would be unable to succeed.
o Exclusion from informal relationships
-no networking ability which could led to better jobs opportunities
o Lack of mentor and protégé ship
Females don't know the dress code and therefore they have to assume.

Front 5

What is the difference between Figures 6-2A and 6-2B? Note the time period on each figure. (Question 4 on the part 1 discussion questions)

Back 5

o The earning for females in 2007, females with 4 years of college rose up to $20,000.
o Females with 4 years of high school raised up a couple thousand dollars.
o Males with 4 years of high school decreased a couple of thousand dollars.
o Males with 4 years of college increased a couple thousand dollars.

Front 6

What are the direct and indirect effects of “the pill” on women’s career investments? (Question 10 on the part 2 discussion questions)

Back 6

o Direct
 To increase the reliability of contraception and the ease of using it, thereby enabling women to postpone marrying and starting a family and more confidently embark on a lengthy professional education.
o Indirect
 It encouraged the delay of marriage for all young people; a woman who postponed marriage to pursue professional studies would find a larger pool of eligible bachelors to choose from.
It allowed wonmen to see themselves as economically self-sustainability units

Front 7

What does Title IX prohibit? (Questions 9 and 10 on the part 1 discussion questions)

Back 7

o It prohibits discrimination on the basis of sex in any educational program or activity receiving federal financial assistance and covers admissions, financial aid, and access to programs and activities, as well as employment of teachers and other personnel.
o It supports and facilities for women athletes have greatly increased, as has women’s participation in athletic programs at both the high school and college level.

Front 8

What do differences in male and female math scores in other countries tell us about that difference in the United States? Do males score higher than females in every country? (Question 2 on part 2)

Back 8

o While girls’ average math scores are below boys in many countries, the gender differences in scores varies considerably cross countries.
Gender equality is lacking in the United States overall
o In some countries, such as Sweden and Norway, there is no gender gap in math scores, and, in Iceland, girls’ mean scores are higher than boys’.

Front 9

Define general and firm-specific training

Back 9

 General– skill that can be applied to many firms/industries
 Firm specific- skills only valuable to one firm

Front 10

Who pays for each?

Back 10

 General training
• Employee (either directly or through being paid lower wages by company to compensate themselves for paying for it)
 Firm specific training
• Shared between employee and employer.

Front 11

Which type of training would women be more reluctant to invest in and why?

Back 11

 General training
• Employee can take the skill anywhere else
• Firm can also more easily find someone with this skill as a replacement

Front 12

Be able to describe three of the “other supply-side factors” that you answered on questions 12 to 16 in part 2 discussion questions. Pay close attention to the answer to #13.

Back 12

o The longer hours that women tend to spend on housework may reduce the effort that they put into their market jobs and thus decrease their hourly wage compared to men with similar qualifications.
Children reduce the effort women out into their jobs.
 In explanation for this finding is that, in the past, the birth or adoption of a child often resulted in women severing their tie to the firm.
• Some evidence indicates that the availability of maternity leave significantly mitigates the negative effect, most likely because it enables women to take a short amount out but still maintain their attachment to the firm.
o To extent that families place priority on the husband’s, rather than on the wife’s a career in determining the location of the family, her earnings are likely to be decreased.

Front 13

What is the difference between a tied mover and a tied stayer? (Question 14 on part 2)

Back 13

o Tied mover
 Relocating when it is no advantageous for her to leave a job where she has accumulated considerable seniority and firm specific training due to her husbands performance
o Tied slayer
 Unable to relocate despite good opportunities elsewhere.

Front 14

to explain pay and occupational differences between men and women.

Back 14

Men can stay or move base on what is best for their career