This review paper looks at the trend of girls outperforming boys in educational performance across
the globe in various sociocultural contexts. The paper examines the reasons for this trend, which has
been observed in both developed and developing countries. The study suggests that this trend may
be due to a changing economy and societal expectations for boys, as well as a shift in the history of
gender access to education which has traditionally favored males. The paper also examines the
specific case of India, where this trend is a recent development, and uses data from the India Human
Development Survey to investigate potential causes. The study also focuses on gender differences in
writing skills and the relationship between writing skills, oral skills, and class performance. The study
is based on the key findings of different studies from both the global north and global south, and
skims a number of studies that attest to the dominance of girls in educational performance.
This study examines the causes of the growing female advantage in college completion by assessing
the impact of family resources, gender differences in academic performance, and pathways to
college completion on the rising gender gap. It uses data from the General Social Survey and the
National Educational Longitudinal Survey to show that the trend in college completion emerged
unevenly by family status of origin, with a disadvantage for sons in families with a low-educated or
absent father. The study also finds that women's superior academic performance plays a large role
in producing the gender gap in college completion, but that this effect remains latent until after the
transition to college. The study also investigate whether sex differences in school achievement in
three domains are associated with sex differences in intelligence, personality, and school-related
motivation. It finds that intelligence and ability self-perceptions were the strongest predictors of
grades in all domains and that grades in German and English were also predicted by the interaction
between sex and Extraversion. The study concludes that although girls have higher levels of
motivation than boys on a number of dimensions, the two groups' fundamental motivation
orientations do not appear to be markedly qualitatively different, which has implications for
programmatic intervention aimed at enhancing or sustaining boys' and girls' motivation.
These studies all seem to focus on the issue of boys underperforming in education in comparison to
girls. The studies suggest that there is a belief among boys, girls, and adults that boys are
academically inferior to girls, which can lead to stereotype threat and affect boys' performance. The
studies also suggest that this underperformance is seen across different age groups and in various
countries. The studies also suggest that there are differences in attitudes and beliefs about
education, career, and family between boys and girls, with some gifted boys believing that their
wives should not pursue a career and that girls will spend more time taking care of children and
home than they will. Overall, the studies suggest that there is a need to address this issue of boys
underperforming in education and to examine the underlying beliefs and attitudes that may
contribute to it.
These studies present various findings on the gender gap in education, with some suggesting that
girls are outperforming boys in certain subjects and at certain levels of education, while others
suggest that the gap may not be as significant or may be shifting. Some studies also examine
potential causes of this gap, including stereotype threat, family background and resources, and
academic culture. The studies also highlight the need for further research to better understand the
nature of the gender gap in education and its potential causes in order to inform policy and
interventions.
The article discusses the ongoing debate about the performance of boys and girls in school, with a
focus on the fact that girls have been consistently outperforming boys in their academic
performance, particularly in stereotypically feminine subjects. However, the article also notes that
girls are more vulnerable to internal distress than boys are, creating a complex pattern of gender
differences in school. The research study aimed to understand these differences by examining
professional development teachers may have received, strategies teachers are implementing, and
teacher’s self-efficacy in teaching boys. The study took place at one South East elementary school,
using a qualitative research method. The study's main focus is on the idea that boys do not perform
as well in school as girls because teachers are not aware of learning differences or not designing
instruction to address the unique learning needs of boys. The study's findings suggest that providing
teachers with professional development on boy-friendly teaching strategies, and increasing their
self-efficacy in teaching boys, can improve boys' engagement and performance in the classroom. The
conclusion is that addressing the unique learning needs of boys is important to reduce the gap in
achievement between boys and girls.