A new report released by the European Commission on 7 June underlines the challenge posed by traditional stereotypes in obtaining greater gender equality in education. The study, drawing on data from 29 countries, also highlights how few countries are tackling boys’ under-achievement as a policy priority, except for Flanders, Ireland and the UK ⁽¹⁾. The Commission complains that even fewer countries have special programmes for improving boys’ reading skills and girls’ achievement in mathematics and science (Austria, England). Gender differences also persist in both choice of study, not just outcomes.

“Schools are overwhelmingly staffed by women, but education systems are managed by men. Most graduates are female and most school dropouts are boys. We need to base gender equality policies on these realities,” said Education Commissioner Androulla Vassiliou. The report confirms that girls usually obtain higher grades and higher pass rates in school-leaving examinations than boys. On the other hand, boys are more likely to drop out of school or repeat school years. Boys are also more likely to be poor performers in reading, whilst girls are more likely to be low achievers in mathematics in around one-third of Europe’s schools. Nonetheless, socio-economic background remains the most important factor.

Another observation is the lack of initiatives aimed at addressing gender patterns in achievement. Where they exist, the most common policies tackling gender gaps in attainment address boys’ under-achievement. “Policies usually involve the promotion of new learning and teaching styles that motivate boys, or improvement of pupil-teacher ratios,” reads the report. Carried out by the Eurydice education network, the report comes to the conclusion that almost all countries have, or are planning, policies aimed at improving gender equality in education. The Commission adds that policy aims include “challenging” traditional gender roles and stereotypes, enhancing representation of women in decision making bodies, countering gender-based attainment as well as combating gender-based harassment in schools.

Around two-thirds of countries also have gender equality policies in higher education. However, almost all these policies and projects target only females. Despite the fact that women represent the majority of students and graduates in almost all countries, the proportion of women among teaching staff in higher education institutions declines with every step on the academic career ladder. Women dominate in education, health and welfare, humanities and arts. Men dominate in engineering, manufacturing and construction.

“Apart from the injustice inherent in all gender stereotyping, gender differences in education can also negatively affect economic growth and social inclusion,” believes Vassiliou.

⁽¹⁾ All EU member states except Bulgaria were covered, as were Iceland, Liechtenstein and Norway.