A recent study by Cambridge University Press & Assessment reveals that girls consistently outperform boys in the UK, showcasing higher academic success from primary school through to university.
Unveiling Educational Gender Dynamics
A comprehensive study, the largest of its kind in the UK, examines academic performance across various educational stages. Analyzing open-access data, researchers at Cambridge University Press & Assessment find consistent female academic success, even in early education, with more females meeting or exceeding expectations. The study highlights gender disparities in technology, engineering, and maths pursuits, emphasizing the need for further investigation into potential implications for the labor market. Matthew Carroll, leading the latest study at Cambridge University Press & Assessment, notes a widening of female-led attainment gaps during Covid-19 disruptions.
The study suggests that early gender disparities in teacher assessments, which favor females, may influence divergent educational experiences leading to later differences in external tests. Despite female academic achievements, women remain underrepresented in STEM subjects. Carroll underscores the need to investigate why females are less likely to pursue STEM fields, exploring potential implications for labor markets and addressing persistent gender gaps in employment opportunities, pay, and skill utilization.
