British male students continue to fall behind in secondary school achievement

It is common knowledge that boys fall behind in school performance, and UK policy makers have addressed this issue in the past decade. In fact, they seem committed to narrowing gender gaps of any kind. This paper asks whether actual progress has been made in reducing the degree to which boys fall behind, and also whether gender differences in subject preference have changed in the period 2001 to 2013. Using an analysis of British secondary-education exam data and a comparison with data from the Programme for International Student Assessment (PISA), it is concluded that no progress has been made: Boys attained fewer top grades in nearly all school subjects. Further, boys and girls continue to choose elective school subjects along traditional interest lines. The problem of boys falling behind is obscured by the finding that grades of all children have risen considerably in this period. However, a comparison of Mathematics and English exam grades with PISA data suggests that this rise is due to grade inflation, not real improvement. The paper closes with recommendations for solutions

British male students continue to fall behind in secondary education

It is common knowledge that boys fall behind in school performance, and UK policy makers have addressed this issue in the past decade. In fact, they seem committed to narrowing gender gaps of any kind. This paper asks whether actual progress has been made in reducing the degree to which boys fall behind, and also whether gender differences in subject preference have changed in the period 2001 to 2013. Using an analysis of British secondary-education exam data and a comparison with data from the Programme for International Student Assessment (PISA), it is concluded that no progress has been made: Boys attained fewer top grades in nearly all school subjects. Further, boys and girls continue to choose elective school subjects along traditional interest lines. The problem of boys falling behind is obscured by the finding that grades of all children have risen considerably in this period. However, a comparison of Mathematics and English exam grades with PISA data suggests that this rise is due to grade inflation, not real improvement. The paper closes with recommendations for solutions

Gender differences in the pathways to higher education

It is well known that far fewer men than women enroll in tertiary education in the United States and other Western nations. Developed nations vary in the degree to which men are underrepresented, but the Organization for Economic Co-operation and Development (OECD) average lies around 45% male students. We use data from the OECD Education at a Glance statistical reports, the Program for International Student Assessment (PISA), and the World Values Survey to explain the degree to which men are underrepresented. Using a multiple regression model, we show that the combination of both the national reading proficiency levels of 15-y-old boys and girls and the social attitudes toward girls attending university can predict the enrollment in tertiary education 5 y later. The model also shows that parity in some countries is a result of boys’ poor reading proficiency and negative social attitudes toward girls’ education, which suppresses college enrollment in both sexes, but for different reasons. True equity will at the very least require improvement in boys’ reading competencies and the liberalization of attitudes regarding women’s pursuit of higher education. At this time, there is little reason to expect that the enrollment gap will decrease, given the stagnating reading competencies in most countries

Are women better than men at multi-tasking?

Background: There seems to be a common belief that women are better in multi-tasking than men, but there is practically no scientific research on this topic. Here, we tested whether women have better multi-tasking skills than men.<p></p> Methods: In Experiment 1, we compared performance of 120 women and 120 men in a computer-based task-switching paradigm. In Experiment 2, we compared a different group of 47 women and 47 men on "paper-and-pencil" multi-tasking tests.<p></p> Results: In Experiment 1, both men and women performed more slowly when two tasks were rapidly interleaved than when the two tasks were performed separately. Importantly, this slow down was significantly larger in the male participants (Cohen’s d = 0.27). In an everyday multi-tasking scenario (Experiment 2), men and women did not differ significantly at solving simple arithmetic problems, searching for restaurants on a map, or answering general knowledge questions on the phone, but women were significantly better at devising strategies for locating a lost key (Cohen’s d = 0.49).<p></p> Conclusions: Women outperform men in these multi-tasking paradigms, but the near lack of empirical studies on gender differences in multitasking should caution against making strong generalisations. Instead, we hope that other researchers will aim to replicate and elaborate on our findings.<p></p&gt

Characteristics of People with Optimally-Managed Type 1 Diabetes

Objective The aim is to describe the characteristics of people with type 1 diabetes who are meeting all seven glycemic targets set by international consensus. Research Design & Methods We analyzed continuous glucose monitoring (CGM) data from 497 participants (aged 18-70 yrs). Time-in-range, time above and below range, co-efficient of variability, and glucose management indicator (GMI) were combined with demographic data, insulin delivery, and exercise. Results While 68% of participants achieved a GMI below 7% (53 mmol/mol), 39% met all seven glycemic targets. Older people and those of White ethnicity were more likely to meet these targets. Men and women were equally likely to meet all targets, although men were more likely to experience hypoglycemia while women were more likely to experience hyperglycemia. Hybrid-closed loop (HCL) system users were more likely to meet all targets than people using a standard pump or multiple daily injections. Conclusions Only 56% of those with a GMI below 7% (53 mmol/mol) met all seven targets, illustrating how glycemic management involves more than GMI/HbA1c lowering alone, which has implications for estimates of optimally managed participants in the wider population of people with type 1 diabetes. Demographic inequalities were prevalent. Using a HCL system clearly facilitated the achievement of glycemic targets

Sex differences in adolescents' occupational aspirations: Variations across time and place.

We investigated sex differences in 473,260 adolescents' aspirations to work in things-oriented (e.g., mechanic), people-oriented (e.g., nurse), and STEM (e.g., mathematician) careers across 80 countries and economic regions using the 2018 Programme for International Student Assessment (PISA). We analyzed student career aspirations in combination with student achievement in mathematics, reading, and science, as well as parental occupations and family wealth. In each country and region, more boys than girls aspired to a things-oriented or STEM occupation and more girls than boys to a people-oriented occupation. These sex differences were larger in countries with a higher level of women's empowerment. We explain this counter-intuitive finding through the indirect effect of wealth. Women's empowerment is associated with relatively high levels of national wealth and this wealth allows more students to aspire to occupations they are intrinsically interested in. Implications for better understanding the sources of sex differences in career aspirations and associated policy are discussed

A simplified approach to measuring national gender inequality.

The Global Gender Gap Index is one of the best-known measures of national gender inequality, used by both academics and policy makers. We argue that that this measure has a number of problems and introduce a simpler measure of national levels of gender inequality. Our proposed measure is based on sex differences in the opportunity to lead a long healthy and satisfied life that is grounded on educational opportunities. The measure better captures variation in gender inequality than other measures, with inclusion of outcomes that can be favorable or unfavorable to either sex, not simply unfavorable to women. We focus on some of the most basic measures available for 134 countries from 2012-2016 (i.e., disadvantages in children's basic education, life satisfaction, and healthy life span) and we relate these to various measures, including the United Nations' Human Development Index. We found that low levels of human development are typically associated with disadvantages for girls and women, while medium and high levels of development are typically associated with disadvantages for boys and men. Countries with the highest levels of human development are closest to gender parity, albeit typically with a slight advantage for women. We argue that the disparities, when they are found, are related to the sexual division of labor (i.e., traditional gender roles) in poorly developed countries as well as the underinvestment in preventative health care in more developed nations

Discrimination and psychopathology in gender dysphoria: a hormone therapy

Purpose: One of the strategies for treating gender dysphoria is cross-sex hormone therapy (CHT). Our study aimed to explore the differences in the psychopathology of people with gender dysphoria who received the hormone with those who did not this treatment. We also wanted to explore discrimination and rejection among people with gender dysphoria. Methods: We administered a demographic questionnaire and the structured clinical interview for DSM Axis I disorders (SCID_I) to all participants. Our study sample consisted of 41 people with gender dysphoria (20 MtF and 21 FtM), of whom 21 received Cross-sex hormone therapy (CHT) and 20 did not. Results: Results indicated that they were on CHT had lower psychological problems than those who did not receive hormone therapy. CHT was influenced by gender dysphoria’s psychological health. On the other hand, gender dysphoria that doesn’t receive CHT, had further depression, anxiety, obsession-compulsion, and in general Axis-I disorders. We also found that male-to-female people with gender dysphoria were more likely to suffer from discrimination and rejection. Conclusions: We concluded that CHT could affect the mental health of people with gender dysphoria. Our knowledge of the role of discrimination, ridicule and rejection on the psychological pathology of people with gender dysphoria can help specialists to find the best treatment for these people

Sex-specific academic ability and attitude patterns in students across developed countries

The extent of sex differences in psychological traits is vigorously debated. We show that the overall sex difference in the pattern of adolescents' achievement and academic attitudes is relatively large and similar across countries. We used a binomial regression modeling approach to predict the sex of 15 and 16 year olds based on sets of academic ability and attitude variables in three cycles of the Programme for International Student Assessment (PISA) data (N = 969,673 across 55 to 71 countries and regions). We found that the sex of students in any country can be reliably predicted based on regression models created from the data of all other countries, indicating a common (universal) sex-specific component. Averaged over three different PISA cycles (2009, 2012, 2015), the sex of 69% of students can be correctly classified using this approach, corresponding to a large effect. Moreover, the universal component of these sex differences is stronger in countries with relative income equality and women's participation in the labor force and politics. We conclude that patterns in academic sex differences are larger than hitherto thought and appear to become stronger when societies have more socioeconomic equality. We explore reasons why this may be the case and possible implications

Achievement flourishes in larger classes: Secondary school students in most countries achieved better in literacy in larger classes

There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of this data set are not only its size (478,120 15-year old students in 63 nations) and representativeness, but also that the 2012 PISA data set for the first time includes the class size for each participating child. We found that in most countries, children in smaller classes had a lower performance score in solving reading comprehension problems than those in larger classes. We further analysed the relation between class size and factors that can explain this paradoxical phenomenon. Although grouping of students by ability and the socioeconomic status of parents played some role in some countries, these factors cannot fully explain this effect. We finish discussing the overlooked potential advantages of larger classes