Introduction
The school years are usually considered the period of absorption of program knowledge. Through successful learning, girls capture the initiative in school, college, and work. Fifty years ago, it was difficult to imagine, but today, girls are studying better than boys in almost all Western countries. Why do girls perform better than boys in high school in the vast majority of the world?
Background Information
Girls’ educational achievement is not a function of gender, economic, and social development (and equality in society). This was the conclusion reached by American researchers who collected data on the educational achievements of 1.5 million 15-year-olds in 74 countries around the world (Hopson et al., 2022). Therefore, it is essential to establish how social and economic influences girls’ learning.
Overview
First, I want to identify the regions where girls are more successful academically instead of guys. Then, I would like to establish which subjects they survive better and which affect their success.
Development
According to the study, in 70 percent of the countries surveyed, girls learn better than boys. Three regions were the exceptions: Colombia, Costa Rica, and the Indian state of Himachal Pradesh (Hopson et al., 2022). In developed countries, the achievement gap for both genders is narrowing to a minimum. Even in countries where women’s freedom is severely restricted, girls achieve better grades in math, reading, and science by age 15 (Van Hek et al., 2018). In other words, gender equality in society as a whole does not affect academic success.
Conclusion
Thus, girls have more success in education, especially in learning the exact sciences. However, their learning is not affected by their level of social, and economic status, or background.
References
Hopson, L. M., Kenney, J. L., Church II, W. T., & Beck, J. (2022). “Never give up.” Adjudicated girls’ school experiences and implications for academic success. International Journal of School Social Work, 7(1), 5. Web.
Van Hek, M., Kraaykamp, G., & Pelzer, B. (2018). Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices. School Effectiveness and School Improvement, 29(1), 1-21. Web.