Gender Discrimination

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  • Petty Officer 1st Class Krystyna Duffy, a boatswain's mate assigned to Coast Guard Station Golden Gate in San Francisco, drives a 47-foot Motor Lifeboat near the Golden Gate Bridge, February 8, 2018, photo by PO3 Sarah Wi/U.S. Coast Guard

    Research Brief

    Why Do Women Leave the Coast Guard, and What Could Encourage Them to Stay?

    Mar 29, 2019

    Women leave the Coast Guard at higher rates than men. Focus groups raised concerns about work environment, career issues, and personal life matters. More inclusive personnel policies could help the Coast Guard address these concerns and retain more women.

  • Women at Azhar Park in Cairo, Egypt, October 2008, photo by Claudia Wiens/Alamy

    Report

    Women in Egypt Face Barriers to Employment

    Apr 21, 2020

    Large gains in educational attainment among women in Egypt have not been matched with gains in the workplace. Obstacles preventing them from securing employment include tensions between work and family responsibilities, lack of mobility, wage gaps, and fear of sexual harassment.

Explore Gender Discrimination

  • Multimedia

    Call with the Experts: A Review of Top-Line Findings from the 2014 RAND Military Workplace Study

    In this RAND Call with the Experts, Senior Behavioral Scientist Andrew Morral presents initial top-line estimates from the 2014 RAND Military Workplace Study, an independent assessment of sexual assault, sexual harassment, and gender discrimination in the military. Morral and Kristie Gore also answer questions from the media. Media relations director Jeff Hiday moderated the call.

    Dec 5, 2014

  • News Release

    Initial Results from Major Survey of U.S. Military Sexual Assault, Harassment

    The DoD selected RAND to conduct a congressionally-mandated study that estimates the number of U.S. service members who experienced sexual assault, sexual harassment, or gender discrimination in the past year. Approximately 170,000 service members, or 30 percent of the 560,000 invited, answered questions for the study, one of the largest of its kind.

    Dec 4, 2014

  • Report

    Sexual Assault and Sexual Harassment in the U.S. Military: Volume 1. Design of the 2014 RAND Military Workplace Study

    This volume documents the methodology used in the 2014 RAND Military Workplace Study, an independent assessment of sexual assault, sexual harassment, and gender discrimination in the U.S. military.

    Dec 4, 2014

  • Silloutte of service members

    Multimedia

    Sexual Assault and Sexual Harassment in the U.S. Military

    Senior Behavioral Scientists Andrew Morral and Kristie Gore present initial top-line estimates from the 2014 RAND Military Workplace Study, an independent assessment of sexual assault, sexual harassment, and gender discrimination in the military.

    Dec 4, 2014

  • Report

    Sexual Assault and Sexual Harassment in the U.S. Military: Top-Line Estimates for Active-Duty Coast Guard Members from the 2014 RAND Military Workplace Study

    This report provides initial top-line active-duty Coast Guard estimates from the 2014 RAND Military Workplace Study, an assessment of sexual assault, sexual harassment, and gender discrimination in the military.

    Dec 4, 2014

  • A silhouette of service members standing in a circle

    Report

    Initial Results from Major Survey of Sexual Assault, Sexual Harassment

    The DoD asked RAND to conduct an independent assessment of sexual assault and sexual harassment in the military. Among the initial results of the study, which invited more than 500,000 service members to participate: approximately 20,000 of the U.S. military's 1.3 million active-duty members experienced a sexual assault in the past year.

    Dec 4, 2014

  • Journal Article

    What Policies Will Reduce Gender Schooling Gaps in Developing Countries: Evidence and Interpretation

    This paper considers evidence for the effects of policies on gender gaps in education, distinguishing between policies that are ostensibly gender neutral and those that explicitly target girls. The demand for girls' schooling is often more responsive than boys' to gender neutral changes in school distance, price, and quality, patterns which can be explained in a human capital investment model through assumptions about girls' and boys' schooling costs and returns. Among policies that target girls' enrollments, price incentives to households or schools and the provision of female teachers appear to be effective. Other interventions hold promise but have not been the subject of rigorous evaluation, pointing to an important agenda for future research.

    Jan 1, 2008

  • Research Brief

    Is There Gender Bias in Federal Grant Programs?

    Based on analysis of three federal agency databases and two researcher surveys, we did not find gender differences in federal grant funding outcomes, with two exceptions. Suggestions for future data gathering and analysis are discussed.

    Jan 1, 2004

  • Content

    Chloe E. Bird

    Chair, Diversity and Inclusion Forum; Senior Sociologist
    Education Ph.D. and M.A. in sociology, University of Illinois at Urbana-Champaign; B.A. in sociology, Oberlin College

  • Content

    Q. Burkhart

    Senior Statistical Analyst
    Education M.S. in statistics, North Carolina State University; B.A. in applied mathematics, Brown University

  • Content

    Lillian Flemons

    Research Assistant
    Education M.Phil. in multi-disciplinary gender studies, University of Cambridge; B.A. (Hons) in modern and medieval languages, University of Cambridge

  • Content

    Lawrence M. Hanser

    Senior Behavioral Scientist
    Education Ph.D. and M.S. in psychology, Iowa State University; B.A. in psychology, Marquette University

  • Content

    Madeline Nightingale

    Senior Analyst
    Education D.Phil. in social policy, University of Oxford; M.Sc. in comparative social policy, University of Oxford; B.Sc. in social anthropology, London School of Economics and Political Science (LSE)

  • Content

    Elie Ohana

    Statistical Analyst
    Education M.S. in applied statistics and psychometrics, Boston College; B.Sc. in psychology, University of Waterloo

  • Content

    Sarah Zelazny

    Policy Analyst
    Education B.A. in sociology, Clarion University of Penn; M.P.H. in behavioral and comm health sciences, University of Pittsburgh