Brussels, 06/10/2009 (Agence Europe) - Gender differences and inequalities persist in education in terms of subject preferences and performance, states a report by independent experts on gender and education published by the European Commission. The report established by NESSE (Network of Experts in Social Sciences of Education and Training) also highlights the fact that gender differences in education are closely interlinked with other factors such as social class, ethnicity and minority status.
Entitled “Gender and Education (and employment) - lessons from research for policy makers”, the report shows several findings. When it comes to reading, attitudes and behaviour are largely determined by gender. Evidence suggests it is boys from working class backgrounds in all ethnic groups and cultures who are the most likely to have literacy difficulties and to leave school early. For university studies, gender remains a determining factor in several areas: men dominate in sciences, construction and engineering and women in arts, humanities and care-related disciplines. Parents and peers reinforce gender-stereotypical expectations and behaviour, and the attitudes of teachers and teacher educators are crucial in facilitating change. The report demonstrates that countries with highly selective academic streaming can be disadvantageous to girls and women in mathematics and science, and to boys in that they may be disproportionately placed in lower streams.
The authors of the report point out that gender equality does not happen by chance. They suggest that promoting gender equality in education involves promoting equality in the culture and processes of schooling. Evidence shows that a caring, non-hierarchical and respectful school system not only reduces early school leaving for both boys and girls, it also promotes positive attitudes to learning that sustain people educationally in adult life by encouraging lifelong learning. (I.L./transl.jl)