| Chapter 1 | |
| Figure 1.1. | Percentages of Female New Entrants in Academic STEM and Non-STEM Bachelor Programs at KU Leuven, between 2009–2010 and 2013–2014 and between 2014–2015 and 2018–2019 |
| Chapter 2 | |
| Figure 2.1. | Students Enrolled by Training Level in 2019 |
| Figure 2.2. | Student's Enrolled in Higher Education by Area of Education in 2019 |
| Chapter 4 | |
| Figure 4.1. | Students by Gender |
| Figure 4.2. | Number of Principals of Offices of Educational Administration (School Year 2017–2018) |
| Chapter 5 | |
| Figure 5.1. | Gender Equality Index Scores for EU Member States, 2005 and 2017 |
| Chapter 6 | |
| Figure 6.1. | Development of the Total Participation Rate of Higher Education by Gender in Hungary and OECD Average |
| Figure 6.2. | Changes in the Proportion of Women Recruited in the Given Year and the Proportion of Women Recruited in Hungary 2001–2018 |
| Figure 6.3. | Distribution of Female Students by Field of Higher Education in Hungary in 2016, as Well as the Average of OECD Countries and 49 Developed Countries |
| Chapter 9 | |
| Figure 9.1. | Rate of Admission to 2- and 4-Year Colleges |
| Figure 9.2. | Changes in the Number and Rate of 4-Year Graduates Going to Graduate Schools |
| Figure 9.3. | Enrollment by Field of Study (Bachelor's). Note: * includes liberal arts, general science, arts and humanity, international studies, human relation science, and marcantile marine |
| Figure 9.4. | Enrollment by Area of Study (Master's). Note: * includes natural science, social and natural sciences, humanity and social sciences, and mercantile marine |
| Figure 9.5. | Enrollment by Area of Study (Doctor). Note: * includes natural science, social and natural sciences, and humanity and social sciences |
| Figure 9.6. | Enrollment by Field of Study (Professional). Note: * includes natural science, social and natural sciences, and humanity and social sciences |
| Figure 9.7. | Changes in Average Scheduled Salary for Male and Female Workers |
| Figure 9.8. | Rate of Hiring in and Leaving from Work Place |
| Chapter 12 | |
| Figure 12.1. | Conceptual Scheme of How Putul Achieved Strategic Emancipation |
| Chapter 13 | |
| Figure 13.1. | Number of Enrollments in Face-to-Face Courses in Institutions of Higher Education, According to Sex—Brazil—2012 |
| Figure 13.2. | Relation of the Number of Enrolled and Classified in the Vestibular Competitions of the UFSC According to the Sex |
| Figure 13.3. | Percentage of Enrollments in the Courses of Greatest Demand of UFSC between the Years 2001 and 2015 |
| Figure 13.4. | Inscriptions and Classifications of Women and Men in the Medical Course |