Research news: Gender differences in civic knowledge and political…
Research news: Gender differences in civic knowledge and political… Teacher Magazine
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New Study Reveals Gender Differences in Civic Knowledge
A recent study conducted by the Australian Council for Educational Research (ACER) has found that female students consistently outperform their male counterparts in the area of civic knowledge. However, despite their superior performance, female students exhibit lower political ambition, according to Rachel Parker, Senior Research Fellow at ACER.
In an article published in ACER’s Discover, Parker delves into the findings of the International Civic and Citizenship Education Study (ICCS) 2022, which was recently released by the International Association for the Evaluation of Educational Achievement. The study included assessments of students, as well as surveys of teachers, students, and school and system leaders. Data from 82,000 eighth-grade students, 40,000 teachers, and 3,400 school principals across 22 countries were collected and analyzed.
Girls Outperform Boys on Civic Knowledge
The ICCS 2022 assessed students in four key areas of civic knowledge and understanding:
- Institutions and systems
- Principles
- Participation and roles
- Identities
Parker highlights that “girls consistently outperformed boys on civic knowledge, and this trend has been observed since 2009.” The difference in performance between genders was statistically significant in 18 out of the 22 participating countries.
Gender Differences in Self-Efficacy
The study also revealed that girls’ citizenship self-efficacy was equal to that of boys. This suggests that female participants in ICCS 2022 face no perceived barriers to their civic participation based on their own abilities.
Parker further notes that “girls were more willing than boys to engage in school-based civic activities, such as voting for class representatives.” However, despite their willingness to participate, girls do not plan to be politically active. In comparing expected active political participation by gender, male students scored significantly higher than female students in 12 countries. Girls were less likely to report expecting to join a political party or a trade union, stand as a candidate in an election, or join an organization for a political or social cause.
Student Views on Equal Rights
Another significant finding from ICCS 2022 is that girls are significantly more supportive of equal rights than boys in nearly all participating countries. Parker highlights that “girls were more likely than boys to endorse equal opportunity for men and women to participate in government, politics, and the workforce.” Additionally, girls were more likely to endorse equal rights for immigrants and the rights of all ethnic groups.
To read more about the findings of ICCS 2022 in detail, please refer to the full article “Are we preparing girls for a world they cannot change?” published in ACER’s Discover.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles | Indicator not mentioned in the article |
| SDG 5: Gender Equality | Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life | Indicator not mentioned in the article |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Indicator not mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
SDG 4: Quality Education
The issue of gender differences in civic knowledge is connected to SDG 4, which aims to ensure quality education for all. The article discusses the results of the International Civic and Citizenship Education Study (ICCS) that assessed students’ civic knowledge and understanding. By addressing the gender differences in civic knowledge, the article highlights the importance of providing equal educational opportunities for both genders.
SDG 5: Gender Equality
The article specifically focuses on gender differences in civic knowledge and political ambition. It highlights that while female students outperform males in civic knowledge, they have lower political ambition. This connects to SDG 5, which aims to achieve gender equality and empower women and girls. The article raises questions about whether girls are being adequately prepared to participate in decision-making processes and political activities.
SDG 10: Reduced Inequalities
The article indirectly addresses the issue of reduced inequalities by discussing gender differences in civic knowledge and self-efficacy. It highlights that girls are consistently outperforming boys in civic knowledge, indicating a potential inequality in educational outcomes. Additionally, it mentions that girls are more supportive of equal rights than boys. This connects to SDG 10, which aims to reduce inequalities within and among countries.
2. What specific targets under those SDGs can be identified based on the article’s content?
Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles
The article highlights the importance of civic knowledge and understanding in promoting sustainable development. By addressing the gender differences in civic knowledge, the article indirectly emphasizes the need to ensure that all learners, regardless of gender, acquire the necessary knowledge and skills for sustainable development.
Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life
The article raises questions about whether girls are being adequately prepared to participate in decision-making processes and political activities. It suggests that despite their higher civic knowledge, girls have lower political ambition. This highlights the need to ensure equal opportunities for women’s participation and leadership in political and public life.
Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
The article indirectly addresses the issue of social and political inclusion by discussing gender differences in civic knowledge and self-efficacy. It highlights that girls are consistently outperforming boys in civic knowledge, indicating a potential inequality in educational outcomes. This emphasizes the need to promote the social, economic, and political inclusion of all genders.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No, the article does not mention or imply any specific indicators that can be used to measure progress towards the identified targets.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles | Indicator not mentioned in the article |
| SDG 5: Gender Equality | Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life | Indicator not mentioned in the article |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Indicator not mentioned in the article |
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Source: teachermagazine.com
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