Marco Balducci et al. (2025)
Abstract
Girls typically perform better in reading than in mathematics or science, whereas boys
typically perform better in mathematics or science than in reading. We assessed these sex
differences in intraindividual academic strengths using data from 1.6 million adolescents
across 82 countries and regions for three waves (2012, 2015, and 2018) of the Programme
for International Student Assessment (PISA) among high (95th percentile), average (> 5th
to < 95th percentile), and low (5th percentile) achievers. Girls’ intraindividual strength in
reading and boys’ strength in mathematics or science were stable across countries, waves,
and achievement levels. For countries in which boys had larger advantages in
mathematics or science as an intraindividual strength, girls had an even larger advantage
in reading. In line with a gender equality paradox, the magnitude of the sex differences in
reading and science as intraindividual strengths increased with increases in national
gender equality at each PISA achievement level. Interaction models suggest that the
paradox arises because, as national gender equality increases, the sex with an overall
advantage improves on their intraindividual strength, while the sex with an overall
disadvantage shows a decline. The results have implications for understanding sex
disparities in science, technology, engineering, and mathematics (STEM) fields.
Keine Kommentare:
Kommentar veröffentlichen