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The evolution of gender gaps in numeracy and literacy between childhood and adulthood

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  • Francesca Borgonovi

    (OECD)

  • Álvaro Choi

    (University of Barcelona)

  • Marco Paccagnella

    (OECD)

Abstract

Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males’ advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.

Suggested Citation

  • Francesca Borgonovi & Álvaro Choi & Marco Paccagnella, 2018. "The evolution of gender gaps in numeracy and literacy between childhood and adulthood," OECD Education Working Papers 184, OECD Publishing.
    • Handle: RePEc:oec:eduaab:184-en
    DOI: 10.1787/0ff7ae72-en
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    Cited by:

    1. García-Suaza, A & Rodríguez-González, D & Sarango, A & Mayorga, J. D & Pretel, A & Husain-Talero, S & Zarama, L & Urbano, J. C., Girón, D., Medina, N, 2022. "Los impactos de la inclusión financiera en los micronegocios: factores que explican aumentos en los ingresos y crecimiento de los negocios," Documentos de Trabajo 20418, Universidad del Rosario.
    2. Delaney, Judith M. & Devereux, Paul J., 2023. "Gender Differences in Teacher Judgement of Comparative Advantage," IZA Discussion Papers 16635, Institute of Labor Economics (IZA).
    3. Giorgio Brunello & Angela Crema & Lorenzo Rocco, 2021. "Some Unpleasant Consequences of Testing at Length," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 83(4), pages 1002-1023, August.
    4. Jose Luis Arroyo-Barrigüete & Susana Carabias-López & Francisco Borrás-Pala & Gloria Martín-Antón, 2023. "Gender Differences in Mathematics Achievement: The Case of a Business School in Spain," SAGE Open, , vol. 13(2), pages 21582440231, April.
    5. Selina McCoy & Delma Byrne & Pat O Connor, 2020. "Gender Stereotyping in Parents' and Teachers' Perceptions of Boys' and Girls' Mathematics Performance in Ireland," Working Papers 202010, Geary Institute, University College Dublin.

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