Gender norms are perpetuated, directly or indirectly, by education systems. A hidden curriculum leads to biases in textbook representations of gender and in teaching practices. These norms and beliefs that are traditionally associated with the exclusion of girls can also negatively affect boys. As the world has set its sights on the achievement of universal completion of secondary education by 2030, it is important to take note of boys’ continuing disadvantage in several countries at this level. Policy-makers must ensure all girls and boys complete secondary school. Yet, entrenched gender norms negatively affect the education outcomes not only of girls but also of boys in many parts of the world, notably in Europe and Latin America. Gender expectations pull poor boys out of school and into unskilled jobs that do not require secondary school completion. Likewise, gender norms influence boys’ interactions with their teachers, parents, peers and the wider community pushing them to disengage from school. Policy-makers have a wide range of options at their disposal to address both the causes and the symptoms of underlying gender stereotypes and social norms. Focusing on education quality and inclusiveness is a robust strategy that can improve attainment and learning for all children and contribute to achieving the gender equality aspirations of Agenda 2030 for Sustainable Development.
A Global Education Monitoring Report policy paper argues that addressing boys’ disadvantage and disengagement in education is an essential part of a response to the challenge of gender inequality, in education and beyond. In many countries, boys are at greater risk of failing to progress and complete their secondary education and perform increasingly less well in assessments of reading skills worldwide. Download the policy paper