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Why is the widening gender gap in mathematics a concern?
While gender gaps in mathematics have long been recognized, the latest results show a renewed increase in the share of education systems where boys outperform girls. This trend is strongest towards the end of primary school, but it also continues into lower secondary education.
This trend is particularly concerning because it is not only about average results. More girls are in school today than ever before, but in mathematics, girls are increasingly represented among lower performers, while remaining underrepresented among top performers. Mathematics is foundational to learning across school subjects and critical for pathways into STEM careers. These sectors are at the centre of innovation, technology advancement, inclusive growth and sustainable development. Yet only 36% of STEM graduates are women, representing a stagnation over the past decade, and women remain significantly underrepresented in STEM careers.
What does the brief analyze?
The brief Girls losing ground: The widening gender gap in mathematics investigates how gender gaps in mathematics achievement evolved between 1995 and 2023 at fourth and eighth grade, including among lower- and higher-performing students.
The brief draws on data from TIMSS (Trends in International Mathematics and Science Study), which tracks student achievement in mathematics and science over time at fourth and eighth grade.
It looks at how gender gaps in mathematics achievement have changed across TIMSS cycles, considering both overall performance and disparities at the lower and higher ends of the achievement scale. To do this, it focuses on education systems with comparable participation over time, covering 47 education systems at fourth grade and 38 at eighth grade.
According to this new analysis:
- 81% of the surveyed education systems exhibited significant gender gaps favoring boys in mathematics achievement at fourth grade in 2023, compared to 52% in 2019 and 39% in 2015.
- 21% of education systems had a significantly higher percentage of girls in fourth grade fail to reach the low international mathematics benchmark, compared to 4% in 2019 and 2% in 2015.
- 85% of education systems show a significant male advantage in reaching the advanced international mathematics benchmark in mathematics at fourth grade.
Why is the change in the gender gap at fourth grade especially significant, and how does it evolve?
By the end of primary school, gender disparities are already pronounced, and recent results show that they are widening at both the low and advanced international benchmark levels.
This suggests that disadvantages emerge early in the learning trajectory. The brief points to the need for responses that begin in the early years of education rather than at later stages.
At eighth grade, the picture is more mixed, but the overall trend remains concerning. There is a clear increase in the share of education systems where boys outperform girls, even if some systems still show gaps favouring girls. The overall pattern also remains similar to fourth grade: more girls are falling behind, and fewer are reaching top levels.
What explains this gap?
The brief points to differences in learning experiences rather than ability. These differences are shaped by a range of factors, including persistent gender stereotypes, teacher expectations and classroom interactions.
Girls often report lower confidence in mathematics, which influences their engagement, participation and persistence in the subject. This is closely connected to students’ mathematical self-belief and confidence as well as their participation in mathematical activities both inside and outside the classroom.
Together, these factors can influence how girls and boys engage with mathematics over time, shaping confide.
What action is needed?
Action must start early and be more targeted. Education systems need to re-examine the effectiveness of their gender equality strategies, especially those aimed at supporting girls in mathematics from the early years of education.
Key priorities include strengthening girls’ mathematical confidence from an early age, embedding gender-transformative pedagogy in teacher education, monitoring progress through gender-disaggregated data, and fostering family and community environments that challenge stereotypes and support girls’ potential in mathematics and STEM fields.
Responses must be early, sustained and differentiated, addressing both emerging underachievement and the persistent underrepresentation of girls among high-performing students.
READ MORE: https://www.unesco.org/en/articles/what-you-need-know-about-why-girls-are-losing-ground-mathematics?hub=701
