GENDER GAPS IN EDUCATION Angelica SALVI DEL PERO Social Policy Division Evidence from the OECD...
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GENDER GAPS IN EDUCATION Angelica SALVI DEL PERO Social Policy Division Evidence from the OECD Flemish Ministry of Education & Training 18 October 2012
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Transcript of GENDER GAPS IN EDUCATION Angelica SALVI DEL PERO Social Policy Division Evidence from the OECD...
GENDER GAPS IN EDUCATION
Angelica SALVI DEL PEROSocial Policy Division
Evidence from the OECD
Flemish Ministry of Education & Training18 October 2012
Gender gaps in education
• Evidence from Education at a Glance, PISA and the OECD Gender Initiative
• What are the main gender differences in education?
• Where does Belgium stand among OECD countries?
Almost no gender gaps in upper secondary education attainment...
Korea
Sloven
ia
Poland
Slovak
Rep
ublic
Canad
a
Czech
Rep
ublic
Finlan
d
Sweden
Isra
el
Eston
ia
United
Sta
tes
Switzer
land
Irelan
dChil
e
Austri
a
Hunga
ry
Germ
any
Austra
lia
EU21 a
vera
ge
Nethe
rland
s
Franc
e
Norway
Luxe
mbo
urg
Belgium
OECD ave
rage
Denm
ark
Greec
e
United
King
dom
New Z
ealan
d
Icela
ndIta
lySpa
in
Portu
gal
Mex
ico
Turke
y0
10
20
30
40
50
60
70
80
90
100
84
women men
Source: OECD Education database
Population aged 25-34 who has attained at least upper secondary educationPercentage by gender, 2010
Change over time...
Icela
nd
Denm
ark
Slove
nia1
New Z
eala
nd
Slova
k Rep
ublic
Estoni
a1
Norway
Sweden
Irela
nd Italy
Czech
Rep
ublic
Spain
Austra
lia
Finla
nd
Unite
d Kin
gdom
Portu
gal2
Israe
l1
Austri
a
Chile
1
OECD ave
rage
Polan
d1
Unite
d Sta
tes
Nethe
rland
s
Hunga
ry
Belgi
um1
Switzer
land
Mex
ico
Germ
any
Turke
y
Korea
Japa
n30%
35%
40%
45%
50%
55%
60%
65%2000 2009
Share of women new entrants at tertiary-type A level(2000 - 2009)
1. Year of reference 2005 instead of 2000.2. Year of reference 2006 instead of 2000.Source: OECD Education database
Prevalent women advantage in entry into tertiary education...
Share of women new entrants at tertiary-type A level(2009)
Estoni
a
Icela
nd
Slove
nia
Finla
nd
Sweden
Hunga
ry
Slova
k Rep
ublic
Brazil
Polan
d
Norway
Denm
ark
Canad
a
New Z
eala
nd
Spain
Czech
Rep
ublic
Irela
nd
Austra
lia
Portu
gal
OECD ave
rage
ChileIsr
ael
Unite
d Sta
tes
Austri
a
Unite
d Kin
gdom
Nethe
rland
s
Belgi
um
Mex
ico
Franc
e
Switzer
land
Germ
any
China
Korea
Turke
y
Japa
n0%
10%
20%
30%
40%
50%
60%
70%
80%
41%
56%
Advanced research qualifications Tertiary-type A first degree
Source: OECD Education database
But biggest gender differences are in the choice of field of education
Percentage of tertiary degrees awarded to women, by field of education (2009)
Estoni
a
Icela
nd
Slove
nia
Hunga
ry
Polan
d
Slova
k Rep
ublic
Sweden
Brazil
Finla
nd
Norway
New Z
eala
nd
Denm
ark
Spain
Canad
a1
Irela
nd
Argen
tina1
Portu
gal
Czech
Rep
ublic
OECD ave
rage
Unite
d Sta
tesChi
leIsr
ael
Nethe
rland
s
Austra
lia1
Unite
d Kin
gdom
Germ
any
Mex
ico
Belgi
um
Austri
a
Franc
e
Switzer
land
Korea
Turke
y
Japa
n0
10
20
30
40
50
60
70
80
90
100
75.8
64.1
Education Health and welfare All fields
1. Year of reference 2008.Source: OECD Education database
Estoni
a
Icela
nd
Slove
nia
Hunga
ry
Polan
d
Slova
k Rep
ublic
Sweden
Brazil
Finla
nd
Norway
New Z
eala
nd
Denm
ark
Spain
Canad
a1
Irela
nd
Argen
tina1
Portu
gal
Czech
Rep
ublic
OECD ave
rage
Unite
d Sta
tesChi
leIsr
ael
Nethe
rland
s
Austra
lia1
Unite
d Kin
gdom
Germ
any
Mex
ico
Belgi
um
Austri
a
Franc
e
Switzer
land
Korea
Turke
y
Japa
n0
10
20
30
40
50
60
70
80
38.3
27.2
Science Engineering, manufacturing and construction All fields
Source: OECD Education database
But biggest gender differences are in the choice of field of education
Percentage of tertiary degrees awarded to women, by field of education (2009)
1. Year of reference 2008.
Field of study and performance
• Could differences in field of study be explained by performance in school in corresponding subjects?
The gender gap in reading at age 15
Mean score on the reading scale2009
Co
lom
bia
Ch
ileP
eru
Aze
rba
ijan
Ne
the
rla
nd
sU
nite
d S
tate
sM
exi
coU
nite
d K
ing
do
mB
elg
ium
Bra
zil
De
nm
ark
Sp
ain
Tu
nis
iaS
ing
ap
ore
Lie
chte
nst
ein
Ho
ng
Ko
ng
-Ch
ina
Pa
na
ma
Ma
cao
-Ch
ina
Ca
na
da
Ko
rea
Ind
on
esi
aA
rge
ntin
aA
ust
ralia
Ch
ine
se T
aip
ei
Th
aila
nd
Hu
ng
ary
Po
rtu
ga
lS
witz
erl
an
dJa
pa
nIr
ela
nd
Lu
xem
bo
urg
Se
rbia
Ge
rma
ny
Sh
an
gh
ai-
Ch
ina
Fra
nce
Au
stri
aU
rug
ua
yIs
rae
lR
om
an
iaK
aza
khst
an
Tu
rke
yIc
ela
nd
Est
on
iaR
uss
ian
Fe
de
ratio
nS
we
de
nN
ew
Ze
ala
nd
Italy
Gre
ece
No
rwa
yL
atv
iaC
zech
Re
pu
blic
Po
lan
dQ
ata
rD
ub
ai (
UA
E)
Cro
atia
Slo
vak
Re
pu
blic
Mo
nte
ne
gro
Kyr
gyz
sta
nS
love
nia
Fin
lan
dJo
rda
nT
rin
ida
d a
nd
To
ba
go
Lith
ua
nia
Bu
lga
ria
Alb
an
ia
250
300
350
400
450
500
550
600
girls boys All students
Source: PISA 2009
Co
lom
bia
Be
lgiu
m
Un
ited
Kin
gd
om
Sw
itze
rla
nd
Au
stri
a
Pe
ru
Fra
nce
Ge
rma
ny
Italy
Gre
ece
Uru
gu
ay
Mo
nte
ne
gro
Ca
na
da
Se
rbia
Tu
rke
y
Arg
en
tina
Jap
an
Isra
el
Ne
w Z
ea
lan
d
Sin
ga
po
re
No
rwa
y
Ch
ine
se T
aip
ei
Po
lan
d
Ro
ma
nia
Slo
vak
Re
pu
blic
Du
ba
i (U
AE
)
La
tvia
Jord
an
Sh
an
gh
ai-
Ch
ina
Sw
ed
en
Qa
tar
Lith
ua
nia
Alb
an
ia
300
350
400
450
500
550
600
650Males Girls All students
The gender gap in mathematics at age 15
Mean score on the mathematics scale2009
Source: PISA 2009
The gender gap in sciences at age 15
Mean score on the sciences scale2009
Source: PISA 2009
Jord
an
Dub
ai (
UA
E)
Kyr
gyzs
tan
Trin
idad
and
Tob
ago
Fin
land
Tha
iland
Tur
key
Rom
ania
Indo
nesi
a
Kaz
akhs
tan
Aze
rbai
jan
New
Zea
land
Cze
ch R
epub
lic
Nor
way
Rus
sian
Fed
erat
ion
Irel
and
Kor
ea
Ital
y
Uru
guay
Chi
nese
Tai
pei
Est
onia
Sha
ngha
i-Chi
na
Tun
isia
Hon
g K
ong-
Chi
na
Fra
nce
Per
u
Ger
man
y
Mex
ico
Spa
in
Sw
itzer
land
Uni
ted
Kin
gdom
Uni
ted
Sta
tes
Col
ombi
a
250
300
350
400
450
500
550
600Boys Girls All students
Field of study and performance
• Students’ attitudes towards subjects play important role in shaping gender differences in academic performances
• In mathematics, girls rate their own ability lower than boys as early as the first year of primary school, even when actual performance does not differ.
• Gender disparities in subjects chosen in higher education relate more to student attitudes (e.g. motivation, interest) than to ability and performance at school.
The gender gap in motivation
Source: PISA 2009
Australia
AustriaBelgium
Canada
Czech Republic
Denmark
Finland
FranceGermany
Greece
HungaryIreland
Italy
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
Switzerland
Turkey
United States
Brazil
10
15
20
25
30
35
40
45
-0.1 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Fem
ale
s g
radu
atio
n ra
tes
in m
athe
mat
ics/
com
putin
g
Motivation gap (boys - girls)
Proportion of boys and girls
planning a career
in engineering or computing
Source: PISA 2006Montenegro* 4.5Kyrgyzstan 5.0Netherlands 5.1
Azerbaijan 5.2Macao-China 5.7
Finland 6.0United Kingdom 7.2
Korea 7.5New Zealand 7.6
Hong Kong-China 8Denmark 8.2Germany 8.9
Japan 9.0Austria 9.1
Switzerland 9.1Indonesia* 9.3
United States 9.4Australia 9.5Sweden 9.8Tunisia 10.2Croatia 10.2France 10.3
Luxembourg 10.4Ireland 10.5Serbia 10.6
Iceland 10.6Canada 10.7
Israel 10.8Brazil 11.0
Romania 11.0Uruguay 11.0
OECD average 11.3Bulgaria* 11.5Hungary 11.6
Argentina 11.7Lithuania 11.9Belgium 12.2
Russian Federation 12.4Greece 12.5
Czech Republic 12.9Italy 13.1
Slovak Republic 13.1Chinese Taipei 13.1
Norway 13.4Estonia 13.7Turkey 14.1Spain 14.4
Portugal 14.9Latvia 14.9
Slovenia 15.2Chile 16.4
Colombia 16.6Mexico 16.7
Thailand 17.5Poland 19.6Jordan 24.1
0 5 10 15 20 25 30 35
Girls
Boys
Proportion of boys and girls
planning a career
in health services
Source: PISA 2006Kyrgyzstan 24.3
Colombia 23.2Brazil 22.3Chile 20.5
United States 20.3Tunisia 20.1
Israel 19.1Canada 18.9Jordan* 18.7
Bulgaria* 18.0Portugal 17.4Uruguay 16.9
Indonesia 16.3France 15.8
Azerbaijan 15.6Thailand 15.6Mexico 15.2Iceland 14.6
New Zealand 14.3Ireland 13.9
Argentina 13.7Slovenia 13.1
Spain 13.1Italy 11.9
Serbia 11.7Japan 11.5
OECD average 11.5Australia 11.3
Turkey 11.1Poland 10.7
Denmark 10.5United Kingdom 10.5
Romania 10.4Hong Kong-China* 10.3
Norway 10.1Croatia 9.7
Montenegro 9.7Macao-China 9.4Netherlands 9.2
Finland 9.1Greece 9.0
Belgium 8.6Russian Federation 8.5
Luxembourg 8.3Switzerland 8.2
Sweden 8.2Austria 7.7
Lithuania 7.6Germany 7.5
Chinese Taipei* 6.9Hungary 6.7Estonia 6.4
Slovak Republic 6.3Korea 6.0Latvia 5.4
Czech Republic 5.3
0 5 10 15 20 25 30 35
GirlsBoys
Men and women graduating in same subjects often make different occupational choices
Distribution of graduates working as professionals and technicians by field of study and occupation, OECD-14, 2005
0102030405060708090
100
Men Women Men Women Men Women
Health Humanities Science
%
Physics, Mathematics and Engineering Teaching Other
16
Teaching staff
• Gender stereotypical attitudes towards subjects and occupations are reinforced by the composition of the teaching staff.
• Today teaching is predominantly a female occupation (save for education management), especially at the lower levels of education
Women dominate the teaching profession up to secondary education
18
Percentage of women among teaching staff in public and private institutions by level of education
Japa
n
Korea
Switzer
land
*
Italy*
*
Austri
a
Franc
e
Hunga
ry
Slove
nia
Germ
any
Czech
Rep
ublic
Spain
OECD ave
rage
Chile
Norway
*
Luxe
mbo
urg*
*
Sweden
Polan
d
Unite
d Kin
gdom
Portu
gal
Slova
k Rep
ublic
Belgi
um
Unite
d Sta
tes
Icela
nd
Finla
nd
New Z
eala
nd0
10
20
30
40
50
60
70
80
90
100
Pre-primary education Primary education Lower secondary education Upper secondary education
Tertiary education
Policy implications
• Policy decisions should aim at encouraging talented girls to study mathematics and science at the most advanced levels.
• Policies aiming at helping boys to acquire reading skills are needed.
• Achievement-focused policies will not change the relative disadvantage of women in labour markets.
• School level policies aimed at attracting girls to mathematics and science as future career options.
• To be effective, policies to address stereotyping in education should be complemented by more general efforts to combat gender stereotyping in social, cultural and economic factors…
Policy implications
• It pays to have highly qualified teachers who address gender-specific attitudes within the classroom.
• Teacher-training programmes for graduates have proven to be effective.
• Valuable additions could be gender awareness courses
• Attitudes are formed early in life, so start early
• Change in non-monetary of STEM occupations may also attract characteristics more women to these fields.
Gender equality in education, employment and entrepreneurshipwww.oecd.org/genderemail: [email protected]
PISA at OECD www.pisa.oecd.org email: [email protected]
Education at a Glancewww.oecd.org/edu/eag2012 email: [email protected]
Find out more about:
Closing the Gender Gap: Act Now!
Publication to be released on 17 December 2012
www.oecd.org/genderemail: [email protected]
THANK YOU
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