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Gender differences in the pathways to higher education.

Gijsbert Stoet1, David C Geary2

  • 1Department of Psychology, University of Essex, C04 3SQ Colchester, United Kingdom; stoet@gmx.com GearyD@missouri.edu.

Proceedings of the National Academy of Sciences of the United States of America
|June 10, 2020
PubMed
Summary
This summary is machine-generated.

Men are underrepresented in higher education, with enrollment influenced by reading skills and social attitudes. True equity requires improving boys

Keywords:
discriminationeducationgender gapreading

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Area of Science:

  • Sociology of Education
  • Educational Psychology
  • Comparative Education

Background:

  • Significant gender gap in tertiary education enrollment, with men underrepresented in Western nations.
  • Organization for Economic Co-operation and Development (OECD) average shows 45% male students in tertiary education.
  • Variations exist among developed nations regarding male underrepresentation in higher education.

Purpose of the Study:

  • To explain the degree of male underrepresentation in tertiary education across developed nations.
  • To identify key factors predicting tertiary education enrollment rates.
  • To analyze the interplay of reading proficiency and social attitudes on enrollment disparities.

Main Methods:

  • Utilized data from OECD Education at a Glance, Program for International Student Assessment (PISA), and World Values Survey.
  • Employed a multiple regression model to analyze predictive relationships.
  • Examined national reading proficiency levels of 15-year-olds and social attitudes toward female university attendance.

Main Results:

  • National reading proficiency of boys and girls, alongside social attitudes towards female education, predicts tertiary enrollment 5 years later.
  • In some nations, parity is achieved due to suppressed enrollment for both sexes: boys' low reading proficiency and negative attitudes toward girls' education.
  • Stagnating reading competencies in most countries suggest the enrollment gap is unlikely to decrease.

Conclusions:

  • Achieving true gender equity in higher education requires enhancing boys' reading competencies and liberalizing societal attitudes towards women's education.
  • Current trends in reading proficiency indicate a persistent enrollment gap.
  • Policy interventions should address both academic skills and social norms to promote equitable access to tertiary education.