Gender-Atypical Learning Experiences of Men Reduce Occupational Sex Segregation: Evidence From the Suspension of the Civilian Service in Germany
In: Gender & society: official publication of Sociologists for Women in Society, Volume 37, Issue 4, p. 524-552
Abstract
Occupational sex segregation persists in part because men seldom enter female-dominated occupations. Whereas programs providing women with gender-atypical learning experiences aim to increase female representation in male-dominated domains, similar programs for men—despite their potential to counteract the prevailing lack of men in female-dominated occupations—are rare. In this paper, I investigate whether men's gender-atypical learning experiences affect their likelihood of entering female-dominated occupations by studying the effect of participation in Germany's civilian service. The civilian service offered a social-sector alternative to compulsory military service, and its suspension in 2011 induced exogenous variation in men's gender-atypical learning experiences. Combining register data from Germany's social security system with data from the German Microcensus shows that men's likelihood of entering the labor market in female-dominated occupations declined by about 21 percent when the civilian service was suspended. Scaling the estimate by participation in the civilian service indicates that having completed the civilian service increased men's likelihood of entering female-dominated occupations by about 12 percentage points. This illustrates that programs exposing men to gender-atypical learning experiences can promote occupational integration and could "unstall" the gender revolution.
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