Influence of Gender and Prior Education Intersectionality on Further Education Investments and Job Satisfaction

Abstract

The intersectionality framework allows for the combination of formerly additive individual characteristics into intersectional profiles of employees in order to prioritize and direct further education investments. A k-medoid technique creates these profiles from the large-scale sample of the German National Educational Panel Study. A specific heuristic links high percentile-training recipients to evolution in job satisfaction over a 5-year period. Women receive relatively high amounts of further education and training and seldom resign. With university degrees, they profit most from frequent training while it has the most negative influence on women with upper secondary education. Men with academic as well as vocational education range between those groups. The results indicate direct training for university-educated women, adaptation of the training and opportunities offer to women with secondary education as well as retention programs for frequent learners among university-educated men to improve job satisfaction and thus productivity in the workplace.