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Gaps in bold font mean that the gender gap is statistically significant (p<0.05). A positive mathematics gap means that boys outperform girls, while a negative mathematics gap means that girls outperform boys. A positive reading gap means that girls outperform boys (this is true in every country, so no country has a negative reading gap).
The gender gap in boys' favor is slightly bigger in mathematics but improvements over time in girls’ favor are also observed in certain countries, despite the important regional variations. Gender differences are observed within mathematical sub-topics with girls outperforming boys in topics such as algebra and geometry but doing less well in ...
Gender pension gap, the cumulative impact of the gender pay gap. Global Gender Gap Report, an index, published by the World Economic Forum, designed to measure gender equality; Sex ratio, the ratio of males to females in a population; Missing women, the situation of having fewer women than expected in a population
The utilization of Gender Parity Index (GPI) by economists enables comprehensive monitoring and assessment of a nation's economic progress from a gender equality perspective. [3] It is believed by many economists that gender inequality results in economic consequences such as increased unemployment, decreased output, and vast income inequality. [8]
The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT. [21] At least one study has challenged the existence of the gender gap in mathematics.
In most Sub-Saharan countries gender gaps increased during the colonial era and after gaining independence most began to decline. Africa had a small initial educational gender gap, but little progress has been made to close it. Sub-Saharan Africa holds twelve out of 17 countries in the world that have not yet reached equality in education. [91]
According to PISA 2015 results, 4.8% of boys and 0.4% of girls expect an ICT career. [40]Studies suggest that many factors contribute to the attitudes towards the achievement of young men in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in ...
The most prominent use of the term is in relation to the disputed claim that increased gender differences in participation in STEM careers arise in countries that have more gender equality, [3] [4] based on a study in Psychological Science by Gijsbert Stoet and David C. Geary, [5] which received substantial coverage in non-academic media outlets.