{"id":5352,"date":"2024-11-21T15:20:40","date_gmt":"2024-11-21T14:20:40","guid":{"rendered":"https:\/\/www.rivistaeco.com\/?p=5352"},"modified":"2024-11-21T15:20:40","modified_gmt":"2024-11-21T14:20:40","slug":"why-girls-perform-better-in-humanities-and-boys-in-math","status":"publish","type":"post","link":"https:\/\/www.rivistaeco.com\/en\/2024\/11\/21\/why-girls-perform-better-in-humanities-and-boys-in-math\/","title":{"rendered":"Why Girls Perform Better in Humanities (and Boys in Math)"},"content":{"rendered":"

The challenging relationship between female students and mathematics, as well as STEM degrees, is well-known to the point that there are now numerous programs and interventions aimed at reducing this gap. Much less studied is the lag boys experience compared to girls in subjects like Italian and university studies. Yet, this is a gap that must be tackled with equal determination, as it has negative consequences on multiple levels.<\/span><\/i><\/p>\n

As in many other industrialised countries, Italy experiences two gender gaps in education: on one hand, the low presence of girls in STEM disciplines (Science, Technology, Engineering, and Mathematics); on the other, the lower academic performance and early dropout rates of boys. Both phenomena represent significant challenges, with negative consequences on both individual and societal levels. However, while the issue of female representation in STEM fields is now widely recognised and discussed in Italy, much less is said about the problems related to male education, even though they are equally urgent and need to be addressed.<\/span><\/p>\n

 <\/p>\n

Different School Performance Between Boys and Girls<\/b><\/p>\n

 <\/p>\n

PISA data (the international survey promoted by the OECD to measure the skills of 15-year-old students) for 64 countries indicate that 15-year-old boys invest less time and effort in studying and have more negative attitudes toward school, while 15-year-old girls face math with greater anxiety and lower self-esteem. These gaps influence future educational choices, with boys being less likely to complete university and girls being less inclined to study STEM subjects. In turn, the fact that fewer women study technology and science-related subjects in university widens the gender pay gap and contributes to low female participation in the workforce. On the other hand, boys’ lower levels of education hinder both their income growth and the country\u2019s GDP at a time when human capital is increasingly critical for accessing more lucrative professions.<\/span><\/p>\n

If this is the general picture, what is the situation in Italy? Let\u2019s start with school performance, from primary school through the end of secondary school. The figure below shows the gender differences in Italian and mathematics from 2018 to 2023 based on Invalsi assessments (annual standardised tests conducted to evaluate students’ learning levels). Boys perform better in mathematics, and girls in Italian. The gap in mathematics in favour of boys and in Italian in favour of girls starts as early as second grade (around age 8) and widens by the last year of high school. For example, in the 2022-2023 school year, 13-year-old boys in eighth grade had a gap in Italian equivalent to about six months of schooling. Similarly, girls lagged behind in mathematics by about four months compared to boys.<\/span><\/p>\n

 <\/p>\n

Evolution of the Gender Gap in Italian and Mathematics<\/b><\/p>\n

 <\/p>\n

Note: The figure shows the evolution of the gender gap (F-M) in the 2018-2019, 2020-2021, 2021-2022, and 2022-2023 school years. Data are standardised based on the Invalsi sample. The Invalsi sample contains data from schools where Invalsi representatives were present during the tests. Data from the entire population are less reliable due to possible irregularities in test administration. In the 2019-2020 school year, the tests were not conducted due to the pandemic. The gap is expressed in standard deviations. A positive sign indicates an advantage for girls over boys, and a negative sign indicates an advantage for boys over girls.<\/span>\u00a0<\/span><\/p>\n

Source: Author\u2019s elaboration on Invalsi sample data.<\/span><\/p>\n

 <\/p>\n

Beyond school performance, what truly matters is the level of skills acquired by the end of the school cycle. There are boys and girls who, despite obtaining a secondary school diploma, do not reach the competency goals expected by the end of their educational path. The next figure shows that the percentage of boys who do not reach level three in Invalsi\u2019s Italian tests (the basic competency threshold) is consistently higher than that of girls, reaching 45% in 2023 compared to 35% of girls. In mathematics, the situation is reversed: 53% of girls do not reach the basic competency level compared to 42% of boys.<\/span><\/p>\n

 <\/p>\n

Percentage of Boys and Girls Who Do Not Reach Competency Level 3 in Italian<\/b><\/p>\n

 <\/p>\n


\n<\/span>Note: The Invalsi sample contains data from schools where Invalsi representatives were present during the tests. Data from the entire population are less reliable due to possible irregularities in test administration.<\/span><\/p>\n

Source: Author\u2019s elaboration on Invalsi sample data.<\/span><\/p>\n

 <\/p>\n

Percentage of Boys and Girls Who Do Not Reach Competency Level 3 in Mathematics<\/b><\/p>\n

 <\/p>\n


\n<\/span>Note: The Invalsi sample contains data from schools where Invalsi representatives were present during the tests. Data from the entire population are less reliable due to possible irregularities in test administration.<\/span>
\n<\/span>Source: Author\u2019s elaboration on Invalsi sample data.<\/span><\/p>\n

The Same Story at University<\/b><\/p>\n

The trend continues at the university level: in all European countries, the percentage of young men (aged 25-34) with a university degree is consistently lower than that of young women in the same age group. However, Italy stands out as the European country with the lowest number of overall graduates and where the gender gap in higher education has widened in the last 22 years, from 3 to 12 percentage points. In 2022, 35% of young Italian women had a degree compared to 23% of young Italian men. Similar gender gaps are also recorded among high school graduates, albeit to a lesser extent.<\/span><\/p>\n

Percentage of Young Adults (25-34 years) with Higher Education in Italy by Gender from 2020 to 2022<\/b><\/p>\n

Source: Author\u2019s elaboration on OECD data.<\/span><\/p>\n

Percentage of Men and Women (25-34 years) with Higher Education in European Countries in 2022<\/b><\/p>\n

Source: Author\u2019s elaboration on OECD data.<\/span><\/p>\n

Why These Gaps?<\/b><\/p>\n

What explains such pronounced differences? One could argue that they reflect students’ preferences and choices: women tend to be more inclined to study than men but do not enjoy mathematics. Everyone specialises in what they find most interesting, so there is no cause for concern. On the other hand, one could argue that gender differences in academic performance are influenced by stereotypes, social norms, teaching methods, and the predominantly female teaching staff in the early years of school, among other factors. Reducing these gaps could therefore improve not only gender equality but also the overall efficiency of society.<\/span><\/p>\n

Let\u2019s start with the gender gap in mathematics: why should we care about it? What causes it, and how can we address it?<\/span><\/p>\n

The fact that girls perform worse than boys in mathematics as early as second grade affects their choice of high school and university courses (with few girls opting for STEM subjects at university), as well as the gender gap in salaries and employment. There are many causes, but discrimination, stereotypes, and unconscious biases influence educational outcomes through various channels. Teachers play a crucial role both directly, through teaching, feedback, and assessment, and indirectly, through managing the classroom environment (such as seating arrangements, group formation, and teaching materials). If teachers, parents, and society at large believe that girls are less capable in mathematics than boys, girls’ academic performance in math will tend to be lower than boys’. This phenomenon can be understood as a self-fulfilling prophecy.<\/span><\/p>\n

However, in some countries\u2014such as those in Scandinavia and Great Britain\u2014girls perform as well as or even better than boys in mathematics. In fact, it has been shown that the gender gap in math is virtually non-existent\u2014or favours girls\u2014in countries with greater gender equality (measured by indicators such as women’s participation in the labour market, the percentage of women in parliament, leadership roles in public and private companies, the gender pay gap, and the percentage of caregiving and domestic work done by men).<\/span><\/p>\n

Teaching methods also play a significant role. If math teaching methodologies were based on interaction, the sharing of ideas, active student engagement, and problem-solving skills, the math gender gap could be significantly reduced. An experimental study conducted in Piedmont showed that adopting innovative methodologies can improve girls’ academic performance, reducing the gap by 40%.<\/span><\/p>\n

In conclusion, the gender gap in math between boys and girls can be reduced in Italy through teacher training that makes biases and stereotypes explicit, the adoption of innovative teaching methodologies, and, of course, improving the overall situation regarding gender equality.<\/span><\/p>\n

The Gap Concerning Boys<\/b><\/p>\n

On the issues of poor performance in Italian and the low rate of university education among men, there is less research and fewer studies. One might argue that boys’ low academic performance is not particularly worrying, given that the labour market still favours men both in Italy and globally. In our country, for example, three years after graduation (or high school), men already earn on average 20% more than women.<\/span><\/p>\n

However, the fact that 45% of boys with a diploma in 2023 did not reach level three in the Invalsi Italian tests implies that nearly one in two students cannot fully understand an Italian text or newspaper article. Of course, there are differences due to geographic origin, socioeconomic background, and immigrant status, but the data are troubling.<\/span><\/p>\n

Moreover, less-educated people express more sexist and anti-gender-equality views compared to more educated people (according to the European Value Survey). If educational gaps between boys and girls widen, the gender equality gap will also increase, creating fertile ground for the emergence of gender-based violence.<\/span><\/p>\n

Reducing the gender gap in Italian and higher education is also important for reducing segregation in the labour market. Indeed, few men are employed in the so-called HEAL (Health, Education, Administration, and Literacy) sectors. In Italy, 27% of employed women work in education, physical and mental health, and social services, compared to only 7% of employed men. Reducing occupational segregation is especially important in these sectors, which are growing rapidly due to population aging and the increase in mental health disorders (according to data from the European Institute for Gender Equality – EIGE 2023) and can offer various opportunities to the male workforce.<\/span><\/p>\n

Increasing the presence of men in education, especially in primary schools (where only 5% of teachers are currently male), could also introduce important role models for students. For example, in Great Britain, the government has launched programs to increase the number of male teachers in primary and nursery schools, aiming to improve the academic performance of children from disadvantaged backgrounds. Thanks to these initiatives, the percentage of male teachers in primary schools has risen to 15.5%.<\/span><\/p>\n

Article 3 of the Italian Constitution states: “(…) It is the duty of the Republic to remove those obstacles of an economic or social nature which, by limiting the freedom and equality of citizens, prevent the full development of the human person and the effective participation of all workers in the political, economic, and social organisation of the country.” To ensure that educational and social policies respond to this constitutional goal, it is essential to consider gender differences in education.<\/span><\/p>\n

Bio<\/span><\/p>\n

Maria Laura Di Tommaso is a full professor of political economy at the University of Turin. She is a fellow at Collegio Carlo Alberto and an associate researcher at the Frisch Center for Economic Research in Oslo. Her research interests lie in applied microeconomics related to gender issues, feminist economics, and the economics of education.<\/span><\/p>\n

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