The Relation Between Gender Egalitarian Values and Gender Differences in Academic Achievement
Kimmo Eriksson1,2, Marie Björnstjerna3, Irina Vartanova3
1School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
Frontiers in Psychology
|March 11, 2020
Summary
Societal values promoting gender equality are linked to better academic performance for boys compared to girls across various subjects. This finding highlights the significant impact of cultural beliefs on educational gender gaps.
Area of Science:
- Social Sciences
- Educational Psychology
- Sociology
Background:
- Gender differences in academic achievement vary across subjects and nations.
- Previous research on gender equality in opportunities yielded mixed results.
- Societal values regarding gender equality may exert a more profound influence on achievement gaps.
Purpose of the Study:
- To investigate the relationship between a country's gender egalitarian values and gender differences in adolescent academic achievement.
- To determine if cultural values are a significant predictor of gender gaps in education.
Main Methods:
- Pooled adolescent academic achievement data (math, science, reading) from Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) between 2000 and 2015.
- Analyzed the correlation between country-level gender egalitarian values and gender achievement differences.
- Controlled for national living standards and gender equality in opportunities.
Main Results:
- Country-level gender egalitarian values emerged as the most significant predictor of gender differences in academic achievement.
- Higher levels of gender egalitarian values were associated with improved relative performance of boys compared to girls.
- This pattern was observed across reading, math, and science assessments.
Conclusions:
- Cultural values emphasizing gender equality play a crucial, previously underappreciated role in shaping gender gaps in academic achievement.
- Findings suggest that societal norms and values are key moderators of educational disparities between genders.
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