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Gender Equality, Human Development, and PISA Results over Time

Author

Listed:
  • Janine Anne Campbell

    (Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, 4021 Stavanger, Norway)

  • Joseph McIntyre

    (Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA)

  • Natalia Kucirkova

    (Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, 4021 Stavanger, Norway)

Abstract

Gender equality through the empowerment, representation, and provision of equal opportunities for all, regardless of gender, is increasingly recognised as a driver of social outcomes and a fundamental human right. This study explores the longitudinal (2006–2018) relationship between gender equality, human development, and education results as measured by PISA. Gender equality and human development are consistently correlated with PISA scores at each time point; however, when controlling for starting values and country effects only change in gender equality positively predicts change in PISA scores (F = 22.6, p < 0.001, R 2 = 0.58). Research and policy implications for the longitudinal interpretation of the relationship of PISA results with system-level factors as well as the relationship between gender equality and education are discussed in this paper. In consideration of the impact of COVID-19 on education and gender equality, the findings from this study support continued political effort towards gender-equal human development in a post-COVID-19 world.

Suggested Citation

  • Janine Anne Campbell & Joseph McIntyre & Natalia Kucirkova, 2021. "Gender Equality, Human Development, and PISA Results over Time," Social Sciences, MDPI, vol. 10(12), pages 1-18, December.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:12:p:480-:d:703499
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    References listed on IDEAS

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