A Multigroup Latent Growth Model of the Gender Gap in Math Achievement: Evidence From Chile

• In Event: 79.023 - Assessment in International Schools

Abstract

Gender gaps in math achievement still persist in many countries and across educational levels. Chile is one of the OECD countries in which females are farthest behind their male counterparts in math achievement. The purpose of this study was to track gender scoring gaps among Chilean students from elementary to high school using latent growth modeling. The findings show that gender differences emerge during preschool years and it widens as students progress through school. Also, gaps significantly increased when controlling for reading and academic ability. The gender gap is sizable by the end of high school and thus it has important implications for access to higher education, which may later lead to occupational gender segregation and gender income disparities.

Authors

• Paulina Perez Mejias, Foreign Service Institute

• Dora Elias McAllister

• Javiera Ravest, Universidad de Chile

• Karina Gabriela Diaz Yanez, Columbia University