Can biological differences in the maturation process influence differences in academic performance?
OECD data confirms that the gender gap in academic achievement is reversing, with more women than men now achieving higher education and advanced degrees. But research shows that in many countries boys still perform better in mathematics. In a study published in the European Economic Review, Cristina Borra (University of Seville and IZA), Maria Iacovou (University of Cambridge) and Almudena Sevilla (LSE and IZA) examined whether biological differences in the maturation process can influence differences in academic achievement.
The mathematics gap – the difference in mathematics performance between boys and girls – occurs as early as early school age and the gap widens after the transition to secondary school. At age 15, girls’ mathematics scores are, on average, around 9% lower. lower. This gap may contribute to fewer women later working in STEM (science, technology, engineering and mathematics) fields.
The study’s authors used the National Child Development Study (NCDS) conducted in Great Britain. Data were collected over many decades for everyone born during a week in March 1958; families were visited periodically to obtain information about their general circumstances, health, academic performance, cognitive abilities, and development during adolescence. The study used information collected when children were 7, 11, and 16 years old; the full data set is much larger (data were also collected when people were 23, 33, 41, 46, 50, and 55 years old) and is a treasure trove of knowledge for scientists studying the impact of childhood life situations on choices and outcomes at many levels in adulthood.
