Education: Girls losing ground in mathematics, Unesco warns

Sunday 03 - 13:00

Girls are once again falling behind in mathematics, widening a gender gap that had narrowed in recent years, according to a new study by the UNESCO.

The report highlights a concerning reversal of progress. While gender disparities in mathematics have long existed, recent findings indicate a growing number of education systems where boys outperform girls. This trend is particularly visible toward the end of primary school and continues into lower secondary education.

UNESCO stresses that this development is troubling because mathematics plays a central role in overall learning and is a gateway to careers in science, technology, engineering, and mathematics (STEM). These sectors are considered essential drivers of innovation, technological progress, inclusive growth, and sustainable development.

Despite ongoing efforts, women remain underrepresented in STEM fields. Only 36% of STEM graduates worldwide are women, a figure that has shown little improvement over the past decade. The study, conducted in collaboration with the International Association for the Evaluation of Educational Achievement, examines gender gaps in mathematics performance between 1995 and 2023 across comparable education systems.

The findings reveal a sharp increase in disparities. In 2023, 81% of the surveyed education systems showed a significant advantage for boys in fourth grade mathematics, compared to 52% in 2019 and 39% in 2015. Additionally, a growing proportion of girls fail to meet minimum international benchmarks, while boys are more likely to reach advanced levels.

The report emphasizes that these differences are not due to ability but are linked to learning experiences. Factors such as persistent gender stereotypes, teacher expectations, and classroom interactions play a significant role.

Girls often report lower confidence in their mathematical abilities, which affects their engagement, participation, and persistence in the subject. This lack of confidence is closely tied to how they perceive their skills and their involvement in math-related activities both inside and outside school.

According to UNESCO, these combined factors shape how students engage with mathematics over time, influencing both their confidence and academic trajectories.

To address the issue, the organization calls for early and targeted action. Education systems are urged to reassess gender equality strategies and focus on supporting girls in mathematics from the earliest stages of schooling.

Key priorities include strengthening girls’ confidence from a young age, integrating gender-responsive teaching approaches into teacher training, monitoring progress through gender-disaggregated data, and fostering supportive family and community environments that challenge stereotypes.

UNESCO concludes that responses must be early, sustained, and tailored to effectively tackle both emerging learning gaps and the persistent underrepresentation of girls among top-performing students.