Pathways to Gender Equity in Latin America: A Comparative Analysis of System-Level Trends in Mathematics Gender Gaps using PISA Data

• In Event: Highlighted Session: Possibilities and Problematics for Gender Equity across Digital Technologies

Proposal

Gender inequalities in education refer to systematic gender-structured differences in several aspects of education, such as access, experiences, performance and returns on education (Psaki et al., 2018). These disparities manifest in areas like grades, test scores, years of schooling, dropout rates, qualifications attained, and occupational outcomes in the labour market (Arcidiacono, 2004; Bobbitt-Zeher, 2007). Furthermore, gender gaps in attitudes and beliefs related to academic achievement, such as motivation and self-concept, are frequently studied (Gross et al., 2016). Persistent gender segregation in secondary and tertiary education, especially in STEM fields, has been found in various Western countries (Barone, 2011; UNESCO, 2021). This segregation often leads to unequal access to occupations in the labour market, contributing to systemic inequalities (Charles & Bradley, 2009; Quadlin, 2020).
Gender inequalities in education can be understood through vertical and horizontal inequalities. Vertical inequalities separate individuals based on academic performance and educational attainment, while horizontal inequalities refer to differences within the same educational level, such as fields of study (Gerber & Cheung, 2008). Both are critical as they shape different educational trajectories and future social and economic opportunities (Barone & van de Werfhorst, 2011). Horizontally, women are consistently underrepresented in STEM fields, which reinforces stereotypes that align mathematics and science with men’s skills (Makarova et al., 2019). These stereotypes affect achievement and aspirations, reproducing the belief that men are inherently more talented in these areas (Nosek et al., 2009). As a result, girls have fewer opportunities in influential fields and jobs, exacerbating gender disparities in leadership positions and economic outcomes (Makarova et al., 2019). For example, some suggest that the under-representation of women in high-paying STEM fields contributes to the gender wage gap (Schmader, 2023). Given the significant cultural role in shaping these gaps (Reilly et al., 2019), this study focuses on vertical gender inequalities by examining longitudinal differences in mathematics achievement between boys and girls in Latin America and the Caribbean (LAC).
Gender gaps in educational achievement are well-documented across various contexts (Guo et al., 2024; Mullis et al., 2023). Meta-analytic studies reveal that boys tend to outperform girls in math and science, while girls excel in reading. However, the extent and nature of these gaps vary by country and depend on the specific outcome and assessment type. For instance, girls typically get better grades in school but perform worse on high-stakes standardised assessments, suggesting that competitive test environments favour boys (Arias et al., 2023; Saygin, 2019). In LAC, gender gaps vary by country, outcome, and educational level. Recent assessments, including ERCE 2019, PISA 2022, and TIMSS 2019, indicate that boys generally outperform girls in mathematics, while girls tend to do better in reading and, to a lesser extent, science (OECD, 2023; UNESCO, 2021). Moreover, these gender gaps widen at higher educational levels. Lu et al. (2023) argue that the math achievement gap is often underestimated because assessments heavily rely on reading skills, favouring girls. Their analysis of 29 international datasets suggests that the mathematics achievement gap favouring boys becomes more pronounced when controlling for reading ability.
Substantial variation also exists across countries in the size of these gaps, with greater disparities generally observed at higher levels of education (UNESCO, 2021). This pattern suggests that educational systems may play a significant role in perpetuating these gaps. International research links gender disparities in education to multiple factors, including social norms, values, attitudes toward gender equity, and the structure of education systems (Anghel et al., 2020; Mann & DiPrete, 2016). Large-scale assessment data have facilitated comparative studies on gender equity across educational systems (Zhu, 2018). However, the understanding of gender gaps in educational outcomes in LAC remains limited and fragmented, primarily based on country-specific, cross-sectional analyses. Comparative studies suggest varying trajectories regarding gender equity across countries (Baye & Monseur, 2016; UNESCO, 2019). Longitudinal analyses of educational outcomes have focused primarily on changes in average achievement scores or trends in socioeconomic and ethnic equity, mainly in high-income countries (Appels et al., 2023).
This study draws on perspectives on vertical gender segregation to describe and compare the level and development over time of gender disparities in 15-year-olds’ mathematics achievement in 10 Latin American and Caribbean countries. To this end, we analyse the PISA-OECD data (2006-2022) through a repeated cross-sectional analysis using growth curve models.
Our results suggest that, despite variation across countries and a still statistically significant male advantage, gender gaps in mathematics achievement have significantly shrunk in the region, following a linear trend. Beyond this steady, albeit slow, change towards gender equity, distinct country gender gap trajectories were identified, with only Panama and the Dominican Republic showing no significant gender gaps to the detriment of women on some measurement occasions; and Brazil, Colombia and Peru significantly reducing, but not yet eliminating, mathematics gender gaps while also improving the achievement of girls. Only in Chile and Uruguay, the 2018-2022 period, characterised by extended school closures in the region due to the COVID-19 pandemic, was accompanied by a significant increase in the mathematics achievement gender gap. At the country level, we found that the higher the advantage of women in mathematics achievement, the smaller the rise in this advantage over time. Overall, within countries, most socioeconomic status (SES) groups experienced a similar linear reduction of the male advantage: only medium-high SES groups showed no significant change in mathematics achievement gender gaps during this period. Some education policies are discussed to address vertical gender inequalities with a focus on narrowing the mathematics achievement gap between boys and girls in LAC.

Authors

• Lorena Ortega, IE/Ciae-Universidad De Chile

• Alvaro Romero Morales

• Matías Montero, FONDECYT 1231930

• Macarena Silva

• Catalina Canals, Universidad de O'Higgins

• Alejandra Mizala, Universidad de Chile