School of Social and Political Sciences - Research Publications
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ItemA matter of time? Institutional timescapes and gendered inequalities in the transition from education to employment in Australia(SAGE PUBLICATIONS LTD, 2024-03)This article explores why women miss out in the transition from the educational system to the labour market. Using nationally representative longitudinal data (2001–18) from the Household Income and Labour Dynamics in Australia (HILDA) survey, we compare how long after graduation it takes men and women with tertiary qualifications (n = 2030) to achieve key labour market milestones: (1) getting a full-time job; (2) getting a permanent contract; (3) earning an average wage; (4) finding a job that matches their skill level. We find significant gender differences in reaching these milestones, confirming that time is a critical dimension for understanding gendered inequalities in the returns to education. We attribute findings to incompatible ‘timescapes’ across the institutions of education, family and employment. The more flexible timescape of education allows women to succeed, but the inflexible timescape of employment (particularly when combined with family responsibilities) impedes them from turning educational achievement into labour market progress.
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ItemGendered and Generational Inequalities in the Gig Economy Era(Sage Publications, 2019-12-02)
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ItemMaking pathways? A mixed methods analysis of young women who have left school early in ‘the new work order’(SAGE Publications, 2019)Much research has investigated how young women with tertiary education fare in contemporary labour markets and pointed to persistent gender inequalities. However, very little is known about how young women who leave school early fare in the present climate. In this article we shed light on the challenges facing these women in the ‘new work order’. Drawing on quantitative and qualitative methods, we investigate how young Australian women who have left school before completing upper secondary education fare, and how they make choices regarding education and work as they envision their futures. Our analyses reveal a perceived and real tension between education and ‘real’ experience in the labour market. This leaves young women without upper secondary qualifications in a difficult position when making decisions about their futures.