Perceived gender inequalities in education and labour market entry

Gender disparities continue to shape educational experiences and the transition to the labour market. The present study explores how women and men perceive gender inequalities in educational environments and during labour market entry. Attention is paid to perceived educational and career-related inequalities, gendered patterns in study fields and early career choices, perceived barriers to women’s career advancement, and reported experiences of differential treatment within educational institutions. The paper presents the findings of an exploratory pilot study based on a questionnaire survey. The study uses descriptive statistics and non-parametric correlation analysis to examine gender disparities, academic and career choices, and perceived obstacles to career advancement. The results show that respondents perceive labour market entry as more strongly shaped by gendered advantages favouring men than education. The results also indicate gendered patterns in academic and career choices, with women predominating in humanities and social sciences and men in STEM-related fields. Female respondents also reported experiences of differential treatment by teachers more frequently and believed that men were in a more advantageous position. The results also suggest that gender stereotypes are perceived as relevant in shaping academic and career-related expectations. The present study provides exploratory empirical evidence from a Central and Eastern European context and identifies important aspects of gender inequality that can guide future large-scale quantitative research and policy-oriented discussions on education and labour market equality.