This higher average performance by girls masks important variations across individual subjects (as demonstrated in the figure below). Despite this higher performance by women, female college students continue to be under-represented in technical fields like engineering and computer science.īoys perform marginally better on mathematics and science ![]() Boys are more likely than girls to repeat a grade, less likely to attend college, and less likely to persist in attaining a degree if they do ( here and here). Across the OECD countries, 6 out of 10 underachievers-“those who fail to meet the baseline standard of proficiency across the tests”-are boys. In fact, boys outscore girls at the top of the distribution, and they underperform at the bottom. Boys’ test scores are much more dispersed ( here and here). Whether on Latin America’s TERCE, the SAT and the NAEP in the United States, or an array of national and regional assessments around the world ( here, here, here, and here), girls outperform boys on total test averages in the majority of countries and economic regions.īehind the averages is a more complex story. ![]() In all but six of the 72 countries participating in PISA, 15-year-old boys are more likely than girls of the same age to be low-achievers on the composite average of all three subjects tested. Could these be true?ĭata from internationally benchmarked tests show that boys lag behind girls on test averages. Myths about ‘gendered’ learning gaps have persisted since at least the Victorian era. ![]() Parents are 2.5 times more likely to google “Is my son gifted?” than “Is my daughter gifted?” A gap like this-in perceptions and expectations-is not new.
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