Gender Gaps in Latin American Education Limit Progress: OECD

Achieving gender equality in education is crucial for economic development and societal well-being in Latin America and the Caribbean, says a recent OECD report. The study analyzes gender disparities in educational attainment, skills, and career choices, highlighting persistent challenges that affect children across the region.

The report draws on data from the Program for International Student Assessment (PISA) and the Program for the International Assessment of Adult Competencies (PIAAC) to assess gender differences in secondary education completion, academic performance, and labor market outcomes. While countries in Latin America and the Caribbean have made progress toward closing gender gaps, significant disparities remain, especially in STEM fields.

Primary school enrollment in the region is nearly universal, with 97% of both girls and boys attending, says the OECD. However, only 79% of students are enrolled in secondary education, 14 points below the OECD average. Secondary school completion averages 65.7%, with notable variation among countries. For example, Costa Rica and Mexico improved upper secondary attainment by over 10 percentage points among young adults between 2016 and 2023, but 38%-42% of this age group still lack this qualification. 

Academic performance data from PISA 2022 shows foundational skill challenges. In mathematics, 75% of 15-year-olds in LAC scored below basic proficiency, with the poorest students most affected. Boys outperform girls in mathematics by an average of eight points, aligning with global trends, though exceptions exist in Jamaica and the Dominican Republic where girls lead. Girls outperform boys in reading across most countries in the region. Science results are mixed, with boys generally scoring higher, but girls outperforming in some countries.

Career expectations reflect early gendered patterns. Only 14% of girls expect to work in STEM occupations compared to 26% of boys. This expectation gap continues into adulthood, where women make up just 30% of STEM professionals. Confidence in mathematics and science is lower among girls, with only 27% expressing confidence in math compared to 45% of boys. Household responsibilities disproportionately fall on girls, particularly during adolescence, a situation worsened by extended school closures during the COVID-19 pandemic.

Adult skills assessments show gender gaps persist beyond education. In numeracy, men outperform women significantly in Peru and Chile, with gaps narrowing among younger adults. Digital problem-solving skills also reveal disparities, with fewer women reaching proficiency levels compared to men. Labor market participation rates show women at 58% compared to 82% for men, with a 22% wage gap and entrenched occupational segregation. Men dominate science and engineering roles, while women comprise the majority in health and education sectors.

The report identifies structural barriers to gender equality in STEM, including stereotypes, unequal care responsibilities, and limited access to mentorship and role models. These factors contribute to women representing only 22% of ICT graduates and 35% of engineering graduates in the region. Crises like the COVID-19 pandemic exacerbate these inequalities.

To address these issues, the OECD recommends targeted policies, including: expanding scholarships and support for girls, particularly in rural areas; promoting STEM through mentorship and awareness; reducing dropout rates among boys; training teachers in gender-sensitive approaches; and implementing anti-discrimination measures in schools.