Excellence in mathematics: a boys’ affair?

Education is one of the most powerful tools for empowering girls and promoting gender equality. In Europe today, girls largely outperform boys in educational attainment: girls are less likely to leave education prematurely, and a higher proportion of girls obtain a university degree. In the EU, girls are more likely than boys to reach the minimum educational competence level (‘basic skills’) for active participation in society in reading, science and computer and information literacy.

There is, however, one domain where boys are one step ahead: mathematics. This Chart of the Month shows the difference in top performance rate (share of students reaching Level 5 or above in the OECD Programme for International Student Assessment [PISA] score) in mathematics between boys and girls in 2022. Boys are more frequently top performers than girls in all EU countries, and the gender gap is always statistically significant (1−6 percentage points).

Top performance rate in mathematics among 15-year-olds, by gender (2022)

Source: OECD PISA 2022

Note: Caution is required when interpreting 2022 data for Denmark, Ireland, Latvia and the Netherlands because one or more PISA sampling standards were not met (see OECD, 2023, Annexes A2 and A4) in these countries. All gender differences are statistically significant. Countries are shown in descending order according to difference between percentages of top-performing boys and top-performing girls.

What might be the reasons for this gender gap? The possible root causes are linked to cultural stereotypes and societal expectations that can affect confidence, motivation and interest in mathematics. Society often reinforces a stereotype that boys are naturally better at mathematics and girls are more inclined toward language and social sciences.

Even unconsciously, parents and teachers may encourage boys more in mathematics-related activities. There are fewer well-known female mathematicians and scientists in the media and history who can serve as role models, which can make it harder for girls to envision themselves excelling in mathematics. Boys are often encouraged to take risks and embrace challenges, whereas girls may be made to fear making mistakes, leading to lower engagement in difficult mathematical problems.

Thus girls, even when performing at the same level as boys, tend to underestimate their mathematical abilities, while boys often overestimate theirs. As a result, there is a persistent gender gap in science, technology, engineering, mathematics (STEM) fields. Despite comprising 53.7% of tertiary students enrolled in 2022, women accounted for only 30.9% in STEM fields at tertiary level.

Background 

 

The Union of Skills aims to deliver higher levels of basic skills and reduce gender disparities in STEM fields, among other things. One of its 2030 targets is that the share of top-performing students in literacy, mathematics and science should be at least 15%. Another target focuses on STEM: the share of students enrolled in STEM fields at tertiary level should be at least 32%, and at least 2 out of 5 students should be female.

The STEM Education Strategic Plan is part of the Union of Skills strategy, and aims to tackle critical challenges in STEM education. It also aims to unlock opportunities across the EU, ensuring its competitiveness, preparedness and technological leadership. Attracting more girls and women into STEM studies is a core objective of this plan.

Disclaimer: The chart of the month does not constitute a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for any use made of the chart of the month.