Contextualising gender gaps : the moderating role of social context on gender educational inequality in European primary schools
Bianchi, Daniel (Universidad de La Laguna)
Sicilia Suárez, Gabriela (Universitat Autònoma de Barcelona. Departament d'Empresa)
Cabrera, Leopoldo (Universidad de La Laguna)

Data:	2025
Descripció:	22 pàg.
Resum:	Despite trends of improvement in girls' educational achievement over the last decades, gender gaps in mathematics to the detriment of girls persist in most European countries, while boys continue to perform worse in reading. The aim of this paper is to understand how different social contexts moderate gender gaps in mathematics and reading in primary school. Using data from the international assessments TIMSS-2019 and PIRLS-2021, we compare gender ratios across the performance distribution in 27 European countries. Then, we estimate multilevel linear regression models to identify the moderators of the gender slopes at the student, school and country levels. Our results confirm that the degree of gender equality is positively related to girls' maths performance, even in a relatively restricted context such as the European one. Only school and country average reading achievement is associated with better boys' relative performance and a closing reading gender gap. Finally, we detect contextual effects of socioeconomic status (SES) on the gender gap in mathematics at the school and country levels. Possible mechanisms of these contextual effects are discussed.
Ajuts:	Agencia Estatal de Investigación PID2023-147616NB-I00 Ministerio de Ciencia, Innovación y Universidades FPU23/02129
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Compositional effects ; Educational achievement ; Educational inequality ; Gender gap ; Gender inequality ; Multilevel model ; SDG 4 - Quality Education ; SDG 5 - Gender Equality
Publicat a:	Gender Issues, Vol. 42, Num. 3 (2025) , art. 16, ISSN 1936-4717

DOI: 10.1007/s12147-025-09360-0

22 p, 1.1 MB

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