Gender, achievement, and subject choice in English education

Cavaglia, Chiara ORCID: 0000-0002-7185-1596, Machin, Stephen ORCID: 0009-0004-8130-2701, Mcnally, Sandra ORCID: 0000-0003-2332-9709 and Ruiz-Valenzuela, Jenifer ORCID: 0000-0002-7238-2074 (2021) Gender, achievement, and subject choice in English education. Oxford Review of Economic Policy, 36 (4). 816 – 835. ISSN 1460-2121

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Abstract

In common with other OECD countries, there is a gender gap in educational achievement in England favouring girls. This carries through to tertiary education. On the other hand, boys are far more likely to engage in STEM in post-16 vocational education and at university. The underachievement of boys overall, but over-representation in STEM, presents significant challenges for policy. This paper documents changes in the gender gap over the last 20 years in England and discusses findings in the light of international evidence. It concludes that education policies, in academic and in vocational spheres, can be designed to reduce gender inequalities that exist in both.

Item Type:	Article
Official URL:	https://academic.oup.com/oxrep
Additional Information:	© 2021 The Authors
Divisions:	Centre for Economic Performance Economics
Subjects:	H Social Sciences > HQ The family. Marriage. Woman L Education > LB Theory and practice of education
Date Deposited:	14 Oct 2020 15:33
Last Modified:	22 Nov 2024 17:42
URI:	http://eprints.lse.ac.uk/id/eprint/106981

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