Le gouvernement français a mis en place en septembre 2018 un ensemble de mesures pour réduire les écarts de salaire entre femmes et hommes. Parmi ces mesures, toutes les entreprises privées de plus de 50 salariés sont tenues de calculer l’index d’égalité professionnelle. Elles doivent atteindre un seuil minimal à cet index, sous peine de sanctions. Nous étudions l’efficacité de cet index pour rendre compte des inégalités de rémunération entre les femmes et les hommes. Après avoir expliqué ses règles de calcul, nous analysons les résultats des entreprises en 2020 et les comparons avec les inégalités de rémunération femmes-hommes mesurées à l’aide d’autres indicateurs. Nous constatons que l’indicateur d’écart salarial tel que mesuré par l’index a tendance à minimiser les inégalités réelles, ce qui résulte de l’exclusion de certains salariés, de la possibilité pour les entreprises de déclarer l’index comme non calculable, et des choix méthodologiques adoptés.
<div><p>Role model interventions are often designed to foster students’ pursuit of specific careers and are commonly employed in science, technology, engineering, and mathematics (STEM).</p><p>Here, we drew on social-psychological theories of intergroup relations to hypothesize that role model interventions might also unintentionally shape students’ beliefs and preferences concerning the broader social system-their ideologies. Specifically, role model interventions may lead students to view the (inequitable) status quo in STEM as natural and acceptable. A systematic narrative review (35 articles, 42 studies) examined these hypothesized side effects. This review indicated that the ideological side effects of role model interventions were rarely considered in the literature on role models. Although limited, the few relevant findings revealed both undesirable side effects of role model interventions on students’ ideologies (e.g., greater endorsement of the status quo) and effects that are-from our perspectivedesirable (e.g., greater awareness of gender bias in STEM). This review demonstrates that role models can be a double-edged sword and serves as a call to evaluate role model interventions based on criteria beyond motivation.</p></div>
Using rich historical surveys on job tasks and advanced machine learning techniques, we study which jobs can be moved from the office to home over three decades in France.<p>The share of jobs that can be done from home has increased steadily from 14% in 1991 to 45% in 2021. At the same time, actual Working From Home (WFH) remained limited to less than one fifth of its full potential before the Covid-19 crisis and is still below it in 2021.</p><p>The growth of WFH is largely unrelated to the evolution of job tasks, implying that the main obstacles to WFH have not been technical constraints. Low-skilled employees in particular have jobs that have long been largely teleworkable but they were barely teleworking before the Covid-19 crisis and remained still below 50% of their full potential during it. This pattern is not explained by differences in workers’ desire to telework. It implies that the well-known large inequality in access to WFH along the earnings distribution cannot be attributed only to feasibility constraints and is potentially inefficient.</p>
While there is no gap in math performance at the beginning of Grade 1, a gap in favor of boys appears and widens during the first year of primary school. Using standardized national assessments administered during Grade 1 (CP) to more than 2.5 million pupils in France between 2018 and 2022, we show that this relative drop in girls’ performance is observed for all the cohorts and most of the exercises assessed. The greatest drop-off occurs among the best-performing girls at the start of Grade 1 (those in the top 1 % initially). These girls lose an average of nearly 7 percentile ranks at the start of second grade compared with boys in the same initial percentile. The emergence of a gender gap in math performance during Grade 1 is observed across all social categories and family compositions, and throughout the country. Girls lose slightly less ground compared to boys in classes where the top student in math is a girl, and in priority networks public schools (REP or REP+). However, characteristics of the school environment explain only a small part of the overall dynamics, suggesting that girls are losing ground compared to boys in every strata of society.
