gender equality in education examples

Gender equality and education

Gender equality is a global priority at UNESCO. Globally, 122 million girls and 128 million boys are out of school. Women still account for almost two-thirds of all adults unable to read.

UNESCO calls for attention to gender equality throughout the education system in relation to access, content, teaching and learning context and practices, learning outcomes, and life and work opportunities. The  UNESCO Strategy for gender equality in and through education (2019-2025)  focuses on a system-wide transformation to benefit all learners equally in three key areas: better data to inform action, better legal and policy frameworks to advance rights and better teaching and learning practices to empower. 

What you need to know about education and gender equality

"her education, our future" documentary film.

Released on 7 March for 2024 International Women’s Day, “Her Education, Our Future” is a documentary film following the lives of Anee, Fabiana, Mkasi and Tainá – four young women across three continents who struggle to fulfill their right to education. 

This documentary film offers a spectacular dive into the transformative power of education and showcases how empowering girls and women through education improves not only their lives, but also those of their families, communities and indeed all of society. 

Key figures

of which 122 million are girls and 128 million are boys

of which 56% are women

for every 100 young women

Empowering communities: UNESCO in action

Keeping girls in the picture

Everyone can play a role in supporting girls’ education

UNESCO’s new drive to accelerate action for girls’ and women’s education

2022 GEM Report Gender Report: Deepening the debate on those still left behind

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Monitoring SDG 4: equity and inclusion in education

Resources from UNESCO’s Global Education Monitoring Report.

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Gender equality in education: Digging beyond the obvious

Shutterstock_muslims_girls_at_school_in_north_part_of_nigeria_kaduna_on_july_30th_2013_richard_juilliart_shutterstock.com_.jpg.

When we talk about gender inequality in education, we first think about the barriers to schooling for girls and young women. And for good reason: three-quarters of the children who are at risk of never going to school are girls. Yet disparities exist in other dimensions of education, sometimes to the detriment of boys. To reduce them, IIEP-UNESCO favours an intersectional approach, which looks at gender through all other forms of discrimination and social exclusion. Here is how it works.

Globally, progress towards gender parity in schools has been significant over the past 25 years. According to UNESCO data, the number of girls enrolled in primary and secondary school has increased by 180 million over this period, including 69 million in sub-Saharan Africa. Yet girls and young women still face the most severe forms of exclusion, which are the result of several cumulative factors. Among them are socio-economic status, place of residence, ethnicity, religion, and living with a disability.

As a result, nine million girls aged 6 to 11 will never go to school worldwide, compared to about three million boys.

Poverty, rurality and intersecting inequalities

The recent Education Sector Analysis ( ESA ) of Sierra Leone shows that only 5% of poor, rural girls complete secondary school, compared to 68% of urban boys from better-off backgrounds. This high vulnerability of rural girls has also been observed in Nigeria. These two recent gender-sensitive ESAs are part of the Priority to Equality Initiative, the technical component of which is led by the IIEP-UNESCO Africa Office .

Beyond the issue of schooling, gender inequalities are manifested in other components of education, such as learning or school guidance. Two types of obstacles are generally distinguished. On the one hand, are those related to the educational offer, which are directly related to education systems, policies, or schools. On the other hand, are those related to the demand for education, i.e. the obstacles inherent in families, children, and society at large. Ultimately, all these factors are linked and impact each other.

What about boys?

Contrary to popular belief, gender disparities in education also weigh on boys. The social expectation for young men to earn an income can lead them to drop out of school before the end of lower secondary school. They may even never attend school to help their families.

In Sierra Leone, 67% of boys who drop out of school do so for economic reasons, compared to 53% of girls, according to the ESA. In Nigeria, food shortages during the rainy season and armed conflict in some areas are seen as additional barriers to boys' retention and completion.

Addressing the weight of social gender norms

Around the world, IIEP observes the growing political and legal commitment of countries to gender equality in education. While early pregnancy and early marriage are among the leading factors in girls' dropout from secondary school in sub-Saharan Africa, many states have recently lifted bans that previously prevented pregnant girls from attending classes. Sierra Leone and Mozambique, for example, did so in 2020. This is an example of a significant step towards more inclusive education. "However, the presence of entrenched gender norms at the local level, combined with weak institutional capacity, can hamper the implementation of gender policies and strategies in education," explains Fabricia Devignes, Head of the Gender at the Centre Initiative at IIEP-UNESCO Africa Office.

Social gender norms are the set of implicit ideas, stereotypes, and rules that consciously or unconsciously dictate how a person should supposedly be and act, depending on whether they are a woman, man, girl, or boy.

These norms manifest themselves, for example, through an unspoken rule that men should be strong and financially support their families. Or through the conditioning of boys' educational orientation towards technological and scientific paths, and less towards 'care' professions, for example (personal services, health and social work), associated with lower salaries. In Niger, only 6% of science, technology, engineering and mathematics graduates are women.

Schools can play a key role in challenging these gender norms, the impact of which can have serious consequences for children's education and women's economic empowerment. But it can also reinforce and reproduce them, if education policies and systems are not based on the principles of gender equality.

"In education, we see significant differences in the treatment of girls and boys, linked to socio-economic realities, ethnicity, vulnerability to conflict, or gender norms. Taking these specificities into account is a way to produce more comprehensive and effective education sector analyses and plans. Fabricia Devignes, Head of the Gender at the Centre Initiative at IIEP-UNESCO Africa Office

Gender-responsive education planning: What conditions, what solutions?

Gender-sensitive educational planning is not limited to the formulation of strategies to combat gender inequalities. It must take into account the weight of gender norms and social roles in both process and content.

In addition to IIEP's support for the whole process of gender-sensitive planning, strengthening the gender sensitivity of budgets is one of the technical levers promoted by the Institute to the member countries of the Gender at the Centre Initiative. This approach ensures that investments in the education sector advance gender equality.

IIEP also works with countries on gender mainstreaming within education administrations. The aim is to strengthen their capacity to introduce gender into their operations in a systematic and considered way. This includes building the capacity of all staff in ministries of education on gender issues at all levels. It may also involve increasing the representation of women in senior positions in ministries of education.

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How to Encourage Gender Equity and Equality in the Classroom

• July 16, 2020

As an elementary school teacher, you may think your students are too young for discussions about gender. But did you know that children as young as four years old already express discriminatory beliefs based on gender? The earlier we can empower children with the belief that all gender identities (including their own) deserve respect, the better prepared all students will be for success.

What Are Gender Equality and Equity?

First, let’s explain what we mean by gender. Gender is here defined as a student’s social identity as male, female, or non-binary—the last of which refers to students who identify as a gender other than “male” or “female.” Gender definitions also include transgender students, who identify as a gender that is different from their biological sex.

Gender equality involves empowering all students and providing them with the same human rights.[7] It also includes correcting biases students hold about themselves or gender identities other than their own. As a teacher, you’ll work with many students, some of whom might have trouble understanding their own or other students’ gender. That’s why it’s so important to be aware of and find ways to affirm your students’ identities.[14] You can positively change the way your students see both themselves and others.

According to the ACT Center for Youth, true gender equality can be reached when these three needs are met for all students:[9]

• Equitable access and use of resources
• Equitable participation
• Safety or freedom from violence

And how is gender equality different from gender equity? It can be helpful to look at gender equality as the end goal and gender equity as the means to get there.[8] Gender equity refers to promoting fairness in education, as well as confronting stereotypes and biases that have historically limited a student’s potential. When we achieve gender equality, all students will be free to pursue their education without fear of discrimination or harassment because of their gender.

The Importance of Gender Equity and Equality in the Classroom

In the classroom, students often encounter implicit or explicit assumptions about gender.[12] For example, girls interested in STEM subjects may be discouraged if others say such topics aren’t very “feminine” pursuits. And the prevalence of this stereotype may be linked to the fact that more than 50% of all women in STEM ultimately leave their field due to hostile work environments.[8] Also, 75% of all transgender students report feeling unsafe at school, which affects their academic achievement in very serious and harmful ways.[10]

You can make a difference for younger students by teaching them to find strength in their gender identity and to treat kindly those with different identities than their own. According to Today’s Parent writer Gordon Nore , children are often already thinking about their gender and how it relates to the world around them. As a teacher, you can help facilitate their thoughts and discussions in healthy ways. You can also promote better understanding among your students for those who are different from themselves.

Four Ways to Promote Gender Equity and Equality in Education

Looking for ways to discuss gender equality issues in your classroom and move towards gender equity? We’ve put together four examples of how you can promote gender equality for all of your students.

Be a Role Model for Your Students

Students, especially younger children, often learn by imitation.[2] As a teacher, be aware of your own assumptions about gender and try to correct your biases as you notice them.

In relevant situations, empower your students to believe in their potential to achieve their dreams regardless of their gender identity—and that their gender is a strength, never a weakness. Also, use language in class that is inclusive of transgender and non-binary students, such as using the name and pronouns that a student goes by, even if it is different from their school records.[11]

Don’t Connect Gender to an Ability or Personality Trait

Sometimes our language can reinforce assumptions about gender. Be aware of the language you use in class, and avoid making assumptions about anyone’s ability, profession, or personality based on their gender.

For example, TeachThought suggests you include a female construction worker or male nurse in a class assignment (such as a story problem) to challenge your students’ assumptions and promote gender equity.[1] It can also be helpful to avoid making wide generalizations about gender in class, such as the assumption that boys are louder and girls are quieter, or assuming that all of your students identify as their birth sex.

Include Gender Equality in Your Curriculum

Many textbooks are problematic when it comes to gender. Often they don’t include many notable female figures, tokenize the experiences of women, and stereotype gender roles in harmful ways.[5] If you’re able to pick the textbook you use, try to find one that is known for its equitable treatment of gender.

If not, try to supplement your curriculum by teaching your students about both men and women who challenged their society’s ideas about gender and changed their communities in meaningful ways. It can also be helpful to include gender non-conforming and transgender people in your curriculum to help students with these identities feel represented and accepted.

Teach Students to Be Aware of Personal Biases

One of the best ways to confront gender discrimination in the classroom is by simply making your students aware of it. Teach students about implicit bias, or beliefs we might hold about ourselves or others because of sexist messages we have heard.[3]

Tell your students that many people hold these biases, and it doesn’t mean they are bad people. The important thing is for students to acknowledge their own assumptions. Once they do, they can challenge them to actively change those assumptions—to recognize that a person’s abilities are not linked to their gender.

Sources : 1. TeachThought Staff. 6 Ways You Can Promote Gender Equality In Your Classroom. Retrieved from teachthought.com: teachthought.com/education/6-ways-can-promote-gender-equality-classroom/. 2. Elesapiens Staff. Strategies to promote gender equality in the classroom. Retrieved from elesapiens.com: https://www.elesapiens.com/blog/strategies-to-promote-gender-equality-in-the-classroom/ 3. Briggs, S. How to Teach Students About Gender Equality. Retrieved from opencolleges.edu: https://www.opencolleges.edu.au/informed/features/gender-equality/. 4. United Nations Development Programme. Almost 90% of Men/Women Globally Are Biased Against Women. Retrieved from undp.org: https://www.undp.org/content/undp/en/home/news-centre/news/2020/Gender_Social_Norms_Index_2020.html. 5. Klein, S. Handbook for Achieving Sex Equity Through Education . Retrieved from eric.ed.gov: https://files.eric.ed.gov/fulltext/ED290810.pdf. 6. Bailey, S.M. Shortchanging Girls and Boys . Educational Leadership, May 1996, 53(8), pp. 75-79. 7. United Nations Staff. Gender Equality: Why it Matters. Retrieved from un.org: https://www.un.org/sustainabledevelopment/wp-content/uploads/2018/09/Goal-5.pdf. 8. ForbesWomen Staff. Why We Need Gender Equity Now . Retrieved from forbes.com: https://www.forbes.com/sites/ellevate/2017/09/14/why-we-need-gender-equity-now/. 9. ACT for Youth Center of Excellence. Understanding Gender and GenderResearch, Facts, and Findings. Retrieved from actforyouth.net: www.actforyouth.net/resources/rf/rf_gender1_1213.pdf. 10. National Center for Transgender Equality. Youth & Students. Retrieved from transequality.org: https://transequality.org/issues/youth-students 11. Welcoming Schools Staff. Affirming Gender in Elementary School: Social Transitioning. Retrieved from welcomingschools.org: https://www.welcomingschools.org/pages/affirming-gender-in-elementary-school-social-transitioning/ 12. Smith, M. J., & Payne, E. Binaries and biology: Conversations with elementary education professionals after professional development on supporting transgender students. The Educational Forum, 2016, 80(1), pp. 34-47.

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What’s behind the growing gap between men and women in college completion?

The growing gender gap in higher education – both in enrollment and graduation rates – has been a topic of conversation and debate in recent months. Young women are more likely to be enrolled in college today than young men, and among those ages 25 and older, women are more likely than men to have a four-year college degree. The gap in college completion is even wider among younger adults ages 25 to 34.

Women’s educational gains have occurred alongside their growing labor force participation as well as structural changes in the economy . The implications of the growing gap in educational attainment for men are significant, as research has shown the strong correlation between college completion and lifetime earnings and wealth accumulation .

To explore the factors contributing to the growing gender gap in college completion, we surveyed 9,676 U.S. adults between Oct. 18-24, 2021. Everyone who took part is a member of Pew Research Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Data on rates of college completion came from a Center analysis of Current Population Survey Annual Social and Economic Supplement (IPUMS). The onset of the COVID-19 pandemic impacted the data collection for the 2020 ASEC. The response rate for the March 2020 survey was  about 10 percentage points lower than in preceding months. Using administrative data, Census Bureau researchers have shown that nonresponding households were less similar to respondents than in earlier years. They also generated  entropy balance weights to account for this nonrandom nonresponse. The 2020 ASEC figures presented used these supplementary weights.

Here are the questions used for this report, along with responses, and its methodology .

A majority (62%) of U.S. adults ages 25 and older don’t have a four-year college degree, according to a Pew Research Center analysis of Current Population Survey data. But the reasons for not completing a four-year degree differ for men and women, according to a new Center survey of adults who do not have such a degree and are not currently enrolled in college.

Financial considerations are a key reason why many don’t attend or complete college. Among adults who do not have a bachelor’s degree and are not currently enrolled in school, roughly four-in-ten (42%) say a major reason why they have not received a four-year college degree is that they couldn’t afford college. Some 36% say needing to work to help support their family was a major reason they didn’t get their degree.

Overall, about three-in-ten adults who didn’t complete four years of college (29%) say a major reason for this is that they just didn’t want to, 23% say they didn’t need more education for the job or career they wanted, and 20% say they just didn’t consider getting a four-year degree. Relatively few (13%) adults without a bachelor’s degree say a major reason they didn’t pursue this level of education was that they didn’t think they’d get into a four-year college.

Men are more likely than women to point to factors that have more to do with personal choice. Roughly a third (34%) of men without a bachelor’s degree say a major reason they didn’t complete college is that they just didn’t want to. Only one-in-four women say the same. Non-college-educated men are also more likely than their female counterparts to say a major reason they don’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men say this vs. 20% of women).

Women (44%) are more likely than men (39%) to say not being able to afford college is a major reason they don’t have a bachelor’s degree. Men and women are about equally likely to say needing to work to help support their family was a major impediment.

The shares of men and women saying they didn’t consider going to college or they didn’t think they’d get into a four-year school are not significantly different.

The reasons people give for not completing college also differ across racial and ethnic groups. Among those without a bachelor’s degree, Hispanic adults (52%) are more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults without a four-year degree are more likely than their White counterparts to say needing to work to support their family was a major reason. There aren’t enough Asian adults without a bachelor’s degree in the sample to analyze this group separately.

While a third of White adults without a four-year degree say not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults say the same. White adults are also more likely to say not needing more education for the job or career they wanted is a major reason why they don’t have a bachelor’s degree.

In some instances, the gender gaps in the reasons for not completing college are more pronounced among White adults than among Black or Hispanic adults. About four-in-ten White men who didn’t complete four years of college (39%) say a major reason for this is that they just didn’t want to. This compares with 27% of White women without a degree. Views on this don’t differ significantly by gender for Black or Hispanic adults.

Similarly, while three-in-ten White men without a college degree say a major reason they didn’t complete college is that they didn’t need more education for the job or career they wanted, only 24% of White women say the same. Among Black and Hispanic non-college graduates, roughly similar shares of men and women say this was a major reason.

Among college graduates, men and women have similar views on the value of their degree

Looking at those who have graduated from college, men and women are equally likely to see value in the experience. Overall, 49% of four-year college graduates say their college education was extremely useful in terms of helping them grow personally and intellectually. Roughly equal shares of men (47%) and women (50%) express this view.

Some 44% of college graduates – including 45% of men and 43% of women – say their college education was extremely useful to them in opening doors to job opportunities. A somewhat smaller share of bachelor’s degree holders (38%) say college was extremely useful in helping them develop specific skills and knowledge that could be used in the workplace (38% of men and 40% of women say this).

There are differences by age on each of these items, as younger college graduates are less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50, compared with 45% of those 50 and older, say their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace.

Note: Here are the questions used for this report, along with responses, and its methodology .

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Kim Parker is director of social trends research at Pew Research Center

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What do we mean by gender equality in education, and how can we measure it?

By CEID Blogger, on 18 May 2021

By  Helen Longlands

Gender equality in education is a matter of social justice, concerned with rights, opportunities and freedoms. Gender equality in education is crucial for sustainable development, for peaceful societies and for individual wellbeing. At local, national and global levels, gender equality in education remains a priority area for governments, civil society and multilateral organisations. The United Nation’s Sustainable Development Goals and 2020-2030 Decade of Action commit the global community to achieving quality education (Goal 4) and gender equality (Goal 5) by 2030. The G7 Foreign and Development Ministers, meeting this summer in the UK, have made fresh commitments to supporting gender equality and girls’ education , which build on those they made in 2018 and 2019 . Yet fulfilling these agendas and promises not only depends on galvanising sufficient support and resourcing but also on developing sufficient means of measuring and evaluating progress.

The urgency for gender equality in education has been compounded by the profound impacts of the Covid-19 pandemic, which has exposed, exacerbated and created new forms of intersecting inequalities and injustices associated with gender and education. School closures have resulted in millions more children out of school, many of whom may never return, particularly the poorest and most marginalised girls . While UNESCO estimates that over 11 million girls are at risk of not going back to school once the worst of the pandemic is over, the Malala Fund indicates this figure could be as high as 20 million . Cases of violence against women and children have also risen during the pandemic. A recent review by the Centre for Global Development of studies on low and middle income countries presents evidence of an increase in incidences of various forms of gender-based violence, including intimate partner violence, harassment, and violence against children. Assessment by UN Women connects this rise in violence to Covid-19 measures and consequences, including the closures of schools, suspension of community support systems, and increasing rates of unemployment and alcohol abuse. Meanwhile, heavier burdens of caregiving responsibilities during the pandemic, as well as reduced access to sexual and reproductive health knowledge and resources , limited availability of technology to support learning , and low levels of digital technology skills have gendered dimensions and risk further widening existing gender inequalities and power imbalances associated with education.

The effects of the pandemic add to the challenges of achieving gender equality in education and to the complexities involved in evaluating progress towards it. As we continue to develop and extend response, recovery and sustainability initiatives, to build back better , it is important to have explicit and honest discussions about gender and other intersecting inequalities in education. And it is vital to ensure we have robust and reliable ways of identifying, evaluating and holding people to account for these inequalities and their underlying causes in order to build more just and resilient societies. How we do this, however, is not straightforward and presents many conceptual and practical challenges around understanding, accessing and utilising the information, resources and approaches we need. What do we mean when we talk about gender equality in education, how can we measure progress towards it, and how will we know when we achieve it?

The AGEE project’s theoretical and methodological approach draws on key ideas from the capability approach, including the importance of public debate and democratic deliberation, recognition of how inequalities, opportunities and freedoms connect to the complexities of the physical, political and social environment as well as the distribution of resources, and a focus on both the interpersonal and the individual. We see these ideas as crucial components to identifying, understanding and meaningfully measuring gender inequalities and equality in education in diverse local contexts in ways that capture both unique and more general issues as well as longstanding and emerging concerns.

Thus our aim is to help refocus the policy attention beyond gender parity in education to a more substantive understanding and recognition of what gender equality in education could or should entail within and across different contexts, and provide clarity on the data needed for public policy. Gender parity comprises a simple ratio of girls to boys or women to men in a given aspect of education, such as enrolment, participation, attainment or teacher deployment. Gender parity is a clear and uncomplicated measure, which makes it appealing to policymakers and practitioners, and has led to its widespread use as a measure of gender equality in education in national and global development frameworks. This is seen in many of the targets for SDG4 on education and previously in the Millennium Development Goals (MDGs) (2000-2015). However, gender parity is also an inadequate measure on its own because it is unable to capture more complex forms of gender inequality, the conditions and practices that underpin them, the ways in which they intersect with other forms of inequality and injustice, and the short and longer term consequences for individuals and societies. While it is important to ensure all children can access, attend and complete school, which are all issues that gender parity can monitor, it cannot measure issues such as girls’ or boys’ lived experiences of gender discrimination or violence in and around school, or gender inequalities associated with curricula, learning materials, pedagogic approaches or work practices.

Ongoing consultations and debates with stakeholders at community, national and international level are thus key components of AGEE’s research approach. Through them, we have sought to develop a deeper understanding of local, national and global forms of gender inequality and injustice in education and the ways these interconnect. We have scrutinised whether or not existing measurement techniques document this in order to enhance work on gender equality in policy and practice. Over the past few years, through workshops, interviews, technical meetings, academic papers, conference presentations, seminars and teaching, we have engaged in critical participatory dialogue with a wide range of key national and international stakeholders in education and gender, including representatives from governments, national statistics offices, civil society, international organisations, academics and students. This dialogue has explored and interrogated understandings of and debates around gender, accountability, measurement and data, and collated information on the range of factors, relationships, conditions and available data associated with gender equality in education.

Through this in-depth participatory process, we have developed, adapted and refined the AGEE Framework. The Framework is designed to be robust and comprehensive as well as flexible and adaptable, in order both to capture complex, enduring and widespread forms of inequalities, and to be responsive to local characteristics and changing conditions, including forms of crisis. The AGEE Framework comprises six interconnected domains for monitoring and evaluating gender equality in education: Resources; Values; Opportunities; Participation in Education; Knowledge, Understanding and Skills; and Outcomes. And we have identified a number of indicators and related existing or potential data sources to populate these domains.

If you would like to learn more about the AGEE project and engage with our work to support gender equality in education, please visit our website: www.gendereddata.org , where you can find more information about our research and the AGEE Framework, and join our community of practice.

Join the special event on May 27, 2021 where the AGEE Framework will be presented in detail : The politics of measuring gender equality in education: Perspectives for the G7

Acknowledgements:

Members of the AGEE project team: Elaine Unterhalter (UCL and AGEE PI), Rosie Peppin Vaughan (UCL), Relebohile Moletsane (UKZN), Esme Kadzamira (University of Malawi) and Catherine Jere (UEA).

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What does gender equality look like today?

Date: Wednesday, 6 October 2021

Progress towards gender equality is looking bleak. But it doesn’t need to.

A new global analysis of progress on gender equality and women’s rights shows women and girls remain disproportionately affected by the socioeconomic fallout from the COVID-19 pandemic, struggling with disproportionately high job and livelihood losses, education disruptions and increased burdens of unpaid care work. Women’s health services, poorly funded even before the pandemic, faced major disruptions, undermining women’s sexual and reproductive health. And despite women’s central role in responding to COVID-19, including as front-line health workers, they are still largely bypassed for leadership positions they deserve.

UN Women’s latest report, together with UN DESA, Progress on the Sustainable Development Goals: The Gender Snapshot 2021 presents the latest data on gender equality across all 17 Sustainable Development Goals. The report highlights the progress made since 2015 but also the continued alarm over the COVID-19 pandemic, its immediate effect on women’s well-being and the threat it poses to future generations.

We’re breaking down some of the findings from the report, and calling for the action needed to accelerate progress.

The pandemic is making matters worse

One and a half years since the World Health Organization declared COVID-19 a global pandemic, the toll on the poorest and most vulnerable people remains devastating and disproportionate. The combined impact of conflict, extreme weather events and COVID-19 has deprived women and girls of even basic needs such as food security. Without urgent action to stem rising poverty, hunger and inequality, especially in countries affected by conflict and other acute forms of crisis, millions will continue to suffer.

A global goal by global goal reality check:

Goal 1. Poverty

In 2021, extreme poverty is on the rise and progress towards its elimination has reversed. An estimated 435 million women and girls globally are living in extreme poverty.

And yet we can change this .

Over 150 million women and girls could emerge from poverty by 2030 if governments implement a comprehensive strategy to improve access to education and family planning, achieve equal wages and extend social transfers.

Goal 2. Zero hunger

The global gender gap in food security has risen dramatically during the pandemic, with more women and girls going hungry. Women’s food insecurity levels were 10 per cent higher than men’s in 2020, compared with 6 per cent higher in 2019.

This trend can be reversed , including by supporting women small-scale producers, who typically earn far less than men, through increased funding, training and land rights reforms.

Goal 3. Good health and well-being

Disruptions in essential health services due to COVID-19 are taking a tragic toll on women and girls. In the first year of the pandemic, there were an estimated 1.4 million additional unintended pregnancies in lower and middle-income countries.

We need to do better .

Response to the pandemic must include prioritizing sexual and reproductive health services, ensuring they continue to operate safely now and after the pandemic is long over. In addition, more support is needed to ensure life-saving personal protection equipment, tests, oxygen and especially vaccines are available in rich and poor countries alike as well as to vulnerable population within countries.

Goal 4. Quality education

A year and a half into the pandemic, schools remain partially or fully closed in 42 per cent of the world’s countries and territories. School closures spell lost opportunities for girls and an increased risk of violence, exploitation and early marriage .

Governments can do more to protect girls education .

Measures focused specifically on supporting girls returning to school are urgently needed, including measures focused on girls from marginalized communities who are most at risk.

Goal 5. Gender equality

The pandemic has tested and even reversed progress in expanding women’s rights and opportunities. Reports of violence against women and girls, a “shadow” pandemic to COVID-19, are increasing in many parts of the world. COVID-19 is also intensifying women’s workload at home, forcing many to leave the labour force altogether.

Building forward differently and better will hinge on placing women and girls at the centre of all aspects of response and recovery, including through gender-responsive laws, policies and budgeting.

Goal 6. Clean water and sanitation

In 2018, nearly 2.3 billion people lived in water-stressed countries. Without safe drinking water, adequate sanitation and menstrual hygiene facilities, women and girls find it harder to lead safe, productive and healthy lives.

Change is possible .

Involve those most impacted in water management processes, including women. Women’s voices are often missing in water management processes. 

Goal 7. Affordable and clean energy

Increased demand for clean energy and low-carbon solutions is driving an unprecedented transformation of the energy sector. But women are being left out. Women hold only 32 per cent of renewable energy jobs.

We can do better .

Expose girls early on to STEM education, provide training and support to women entering the energy field, close the pay gap and increase women’s leadership in the energy sector.

Goal 8. Decent work and economic growth

The number of employed women declined by 54 million in 2020 and 45 million women left the labour market altogether. Women have suffered steeper job losses than men, along with increased unpaid care burdens at home.

We must do more to support women in the workforce .

Guarantee decent work for all, introduce labour laws/reforms, removing legal barriers for married women entering the workforce, support access to affordable/quality childcare.

Goal 9. Industry, innovation and infrastructure

The COVID-19 crisis has spurred striking achievements in medical research and innovation. Women’s contribution has been profound. But still only a little over a third of graduates in the science, technology, engineering and mathematics field are female.

We can take action today.

 Quotas mandating that a proportion of research grants are awarded to women-led teams or teams that include women is one concrete way to support women researchers. 

Goal 10. Reduced inequalities

Limited progress for women is being eroded by the pandemic. Women facing multiple forms of discrimination, including women and girls with disabilities, migrant women, women discriminated against because of their race/ethnicity are especially affected.

Commit to end racism and discrimination in all its forms, invest in inclusive, universal, gender responsive social protection systems that support all women. 

Goal 11. Sustainable cities and communities

Globally, more than 1 billion people live in informal settlements and slums. Women and girls, often overrepresented in these densely populated areas, suffer from lack of access to basic water and sanitation, health care and transportation.

The needs of urban poor women must be prioritized .

Increase the provision of durable and adequate housing and equitable access to land; included women in urban planning and development processes.

Goal 12. Sustainable consumption and production; Goal 13. Climate action; Goal 14. Life below water; and Goal 15. Life on land

Women activists, scientists and researchers are working hard to solve the climate crisis but often without the same platforms as men to share their knowledge and skills. Only 29 per cent of featured speakers at international ocean science conferences are women.

 And yet we can change this .

Ensure women activists, scientists and researchers have equal voice, representation and access to forums where these issues are being discussed and debated. 

Goal 16. Peace, justice and strong institutions

The lack of women in decision-making limits the reach and impact of the COVID-19 pandemic and other emergency recovery efforts. In conflict-affected countries, 18.9 per cent of parliamentary seats are held by women, much lower than the global average of 25.6 per cent.

This is unacceptable .

It's time for women to have an equal share of power and decision-making at all levels.

Goal 17. Global partnerships for the goals

There are just 9 years left to achieve the Global Goals by 2030, and gender equality cuts across all 17 of them. With COVID-19 slowing progress on women's rights, the time to act is now.

Looking ahead

As it stands today, only one indicator under the global goal for gender equality (SDG5) is ‘close to target’: proportion of seats held by women in local government. In other areas critical to women’s empowerment, equality in time spent on unpaid care and domestic work and decision making regarding sexual and reproductive health the world is far from target. Without a bold commitment to accelerate progress, the global community will fail to achieve gender equality. Building forward differently and better will require placing women and girls at the centre of all aspects of response and recovery, including through gender-responsive laws, policies and budgeting.

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Boys left behind: Education gender gaps across the US

Subscribe to the center for economic security and opportunity newsletter, richard v. reeves and richard v. reeves president - american institute for boys and men @richardvreeves ember smith ember smith former research analyst - center on children and families @ember_smith.

October 12, 2022

There are wide gender gaps in education in the U.S. and across the economically advanced nations, as I describe in my new book   Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It   (Brookings Institution Press, 2022).

But how does the gender gap in educational outcomes vary across the U.S.? That’s the question addressed in this note and accompanying interactives.   

In every U.S.  state, young women are more likely than their male counterparts to have a bachelor’s degree . The education gender gap emerges well before college , however : girls are more likely to graduate high school on time and perform substantially better on standardized reading tests than boys ( and about as well in math ) . In this piece, we dive into how these gaps differ — or stay the same — across the U.S.

Girls getting degrees

In 1970, j ust 12 percent of young women (ages 25 to 34) had a bachelor’s degree , compared to 20 percent of men — a gap of eight  percentage points . By 2020, that number had risen to 41 percent for women but only to 32 percent for men — a nine percentage – point ga p ,  now going the other way . That means there are currently 1.6 million more young women with a bachelor’s degree than men. To put it into perspective, that’s just less than the population of West Virginia .

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The U.S. made great strides in improving overall educational attainment in the last fifty years, but progress has been uneven across   states and by gender . W e show here the share of those ages 25 to 34 with a bachelor’s degree or higher by state using the American Community Survey . Figure 1 shows the share of young adults with a bachelor’s degree or higher in every U.S. state, by sex. (See the same figure for the largest 25 metro areas here ).  

Both the gender gap and total educational attainment vary across the states. Young adults in Mississippi, for instance, are less likely to have a bachelor’s than young adults in any other state. The share of Mississippi young men with a bachelor’s degree in 2020 was just 18 percent — two points lower than the U.S. male share in 1970. By contrast, about half of men (49 percent) had a bachelor’s degree in Massachusetts, which is higher than the share of women with a bachelor’s degree in all but three states.   

Although there are many more college grads in Massachusetts than in Mississippi, in both states young women are about ten percentage points more likely to have a bachelor’s than their male peers (the length of the gray bars). To account for the wide variation in overall attainment rates, we also show the ratio of women to men with a bachelor’s degree (just hover over a state to see this number). For example, Mississippi’s young women are 52 percent more likely than men to have a bachelor’s, and Massachusetts’ young women are 19 percent more likely.   

North Dakota has the largest percentage point gender gap (14 points), while Alaska has the largest ratio gender gap (61 percent). Utah has the smallest gender gap by both measures, with women just four points (14 percent) more likely to have a bachelor’s than men. 

High school graduation  

Just as young women are more likely than young men to have a bachelor’s degree, girls are more likely than boys to graduate high school across the country.  

As we described last year , states are not required to report the preferred on-time high school graduation measurement by sex to the federal government, even though they are required to report this information for many subgroups, including each “major racial and ethnic group,” economically disadvantaged students, homeless students, and English learners. But because they are already collecting the information necessary to calculate the rate, many state Departments of Education independently publish their high school graduation rates by sex.  

The 33 states with available graduation data in 2021 account for over two thirds of the total national cohort. We use these states to gauge the national trend: we estimate [1] that 88.4 percent of girls graduated on time in 2021 compared to 81.9 percent of boys – a gap of 6.5 points. Figure 2 shows the share of high school freshmen who graduated from high school on time in 2021 by gender in the 33 states with available data.

Again, there are big differences between states both in the overall level of high school graduation and in the size of the gender gap.  On-time graduation rates range from a low of 72 percent for Arizona boys to 93 percent among West Virginia girls. Girls are between three percent (Vermont) and 12 percent (New Mexico) more likely than boys to graduate on time.   

Boys and girls in grade school  

But even before high school, boys are falling behind. We use state-level Math and Reading Language Arts testing data from the Educational Opportunity Project at Stanford University to show the gender gaps in each subject across grades four and eight.   

Figure 3 shows the U.S. gender gap in English and Math achievement test scores in grade-level equivalents. (See the gender gap for the top 25 metro areas [2] here .) Girls outperform boys in reading by more than 40 percent of a grade level in every state. In ten states (the ones in dark blue on the map), girls are more than a full grade level ahead of boys. In math, by contrast, boys have a slight advantage in some states, though the gender gap in either direction is less than a quarter of a grade level in most states.

Table 1 show s states ranked by the size of their overall test score gender gap , regardless of if the gap favors boys or girls, in both English and Math and their rankings separately for each subject.   

Understanding the dynamics of the gender gaps in education , especially for less – advantaged boys and men, is essential to informing policy solutions, including those in the book and in our related work. The variation in disparities between different cities and states may well offer useful lessons here. The new Boys and Men Project a t Brookings will be digging deeper in to these questions in the coming months , so stay tuned. (Also, consider subscribing to my Of Boys and Men newsletter to keep up to date).

The Brookings Institution is financed through the support of a diverse array of foundations, corporations, governments, individuals, as well as an endowment. A list of donors can be found in our annual reports published online  here . The findings, interpretations, and conclusions in this report are solely those of its author(s) and are not influenced by any donation.

[1] Along with our colleague, Simran Kalkat.

[2] Some large metropolitan areas (Consolidated Metropolitan Statistical Areas (CMSAS)) are divided into Metropolitan Area Divisions. These divisions (e.g., Warren), which are also large, are treated as separate metropolitan areas for analysis purposes. See Fahle, E. M., Chavez, B., Kalogrides, D., Shear, B. R., Reardon, S. F., & Ho, A. D. (2021). Stanford Education Data Archive: Technical Documentation (Version 4.1).

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10 QUESTIONS ON GENDER EQUALITY IN EDUCATION

Test your knowledge: take our quiz!

An estimated 132 million girls are out of school around the world.

Source: UNESCO (2019)

Why are so many girls out of school globally? The barriers to girls’ education are complex, and differ from community to community. Some of the gender-specific barriers to education faced by girls include harmful social and gender norms, child marriage, conflict and instability, child labour, and the cost of education.

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Breaking gender barriers through education

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Roseline Adewuyi  is a fervent advocate for gender equality in Nigeria, driven by a passion for dismantling entrenched gender stereotypes. She spoke to Africa Renewal’s  Kingsley Ighobor on the need to empower girls through education. This is in line with the African Union’s theme for 2024: Educating and skilling Africa for the 21 st   Century.

Roseline Adewuyi believes that fighting gender inequality requires raising awareness and empowering young women and girls through education.

“My goal is to help break those barriers that limit our potential,” she told  African Renewal  in an interview. “I am talking about issues related to land rights, access to education, economic empowerment, leadership, and trust me, gender discrimination.”

Gender discrimination, she explains, is heightened during times of severe economic constraints such as now, when the tendency is often to invest in boys over girls. “That’s when parents often choose to send their sons to school or provide them start-up funding for business ventures, while daughters are expected to focus on house chores and wait for marriage. It’s absolutely absurd.” she insists. 

Roseline has her work cut out for her. “We are constantly finding ways to help women and girls break free from these constraints.” 

She founded the Ending Gender Stereotypes in Schools (ENGENDERS) project, which is dedicated to unlearning gender stereotypes in educational institutions.

“We reach the students, boys and girls in high schools and universities, and we do community engagement, speaking to parents and other influential community inhabitants,” she explains.

Already, she claims to have reached tens of communities and over 6,000 young girls through seminars and webinars, while her  blog , featuring over 300 articles on gender equity, has garnered a wide audience.

Currently pursuing a Ph.D. in French Literature with a focus on women, gender, and sexuality studies at Purdue University in Indiana, US, Roseline now aims to merge academic rigour with passionate advocacy.

“It’s an interesting intersection,” she says, adding that “The body of knowledge that we pass on to future generations is full of gender stereotypes. Our books need to be gender conscious.

“In most African literature, characters often depict women or girls as housemaids and men as pilots or engineers. It reinforces stereotypes; we need to root it out,” she stresses.

Roseline's journey into gender advocacy began in her childhood, fueled by a belief in the transformative power of education. She recognized the systemic challenges faced by African women and girls, including limited access to education and entrenched cultural biases.

“When I served as a prefect in secondary school, the belief among boys and even some girls was that I did not merit the position, that leadership was reserved for the boys. That experience sparked my curiosity as to why girls weren’t perceived as equally competent as boys.”

In 2019, she worked as a translator and interpreter for the African Union (AU), having been selected as one of 120 young people from various African countries to participate in the AU Youth Volunteer Corps. 

Her exposure to continental leaders' efforts to address gender-related challenges reinforced her conviction that gender equality is essential for achieving sustainable peace and security.

“At the AU, I also realized the connection between gender and peace and security. When there is a crisis, it is women who suffer the most. Therefore, women must be at the centre of efforts to achieve peace in our societies,” she adds.

Her international exposure includes being a participant in the Young African Leaders Initiative in 2016 (YALI – Regional Leadership Center West Africa), as well as being a Dalai Lama fellow in 2018. She says these experiences exposed her to gender best practices and strengthened her resolve to advocate for change in her home country.

Although some advances have been made in gender equality in Nigeria, Roseline highlights that the remaining hurdles include challenges in female land ownership, financial inclusion, and access to education.

“For example, we have laws [in Nigeria] that provide for women’s rights to land, but many communities still prevent them from owning a piece of land. We also have situations in which widows are not allowed to inherit the properties of their husbands. 

She says: “So, we have a lot more work to do. We need effective community engagement in raising awareness among women about their rights.

“Importantly, we need to provide women with access to education to equip them with the knowledge and skills to assert their rights effectively.”

In her ongoing advocacy work, she acknowledges facing cyberbullying, which she attributes to resistance from elements of a patriarchal society reluctant to embrace progress.

Roseline's final message to young African women and girls is for them to drive positive change, stand up for their rights, and challenge gender norms.

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Promoting Gender Equality: The Educational Imperative

By GGI Insights | April 28, 2024

Table of contents

Formal education can address inequalities by providing equal access to quality education, combating gender bias and promoting gender-sensitive teaching. 

Why Gender Equality in Education is Important

Gender equality refers to the equal rights, responsibilities, and opportunities for all individuals, regardless of their gender. This includes equal access to education, healthcare, and economic opportunities, as well as the ability to live free from gender bias and discrimination.

"If you educate a man, you educate an individual. But if you educate a woman, you educate a nation. When girls are educated, their countries become stronger and more prosperous. The highest result of education is tolerance." - African Proverb

In education, gender equality means girls and boys, men and women, have the same opportunities to receive education, with the same resources, and with the same expectations of success. Gender equality in education also means that the school system is inclusive, responsive, and empowering for all students, regardless of their gender.

Girls’ education, alongside improved sexual and reproductive health and rights, has often been cited as the world’s best investment . However, gender equality in education is not only important for empowering girls and women, but also has a positive impact on macroeconomic and financial stability . Gender equality in education can stimulate economic growth by increasing the number of educated and skilled workers in the labor force. In turn, this can lead to higher productivity and innovation. Additionally, having more women in leadership positions in the private and public sector can boost performance by increasing diversity and promoting better decision-making.

The Role of Education In Gender Equality

Education plays a crucial role in promoting gender equality . It is a powerful tool that can help break down gender stereotypes and empower women and girls to reach their full potential. For example, findings from the World Bank indicate that when girls have access to education, they are more likely to become leaders in their communities, start their own businesses, and make informed decisions about their health and well-being.

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In many parts of the world, however, girls and women still face significant barriers to education. In some countries, cultural beliefs and practices perpetuate the idea that girls are not as valuable as boys, and as a result, girls are often denied the same opportunities for education and development. Additionally, in countries affected by fragility or conflict, girls are 2.5 times more likely to be kept away from education than boys . This is not only a violation of their human rights, but it also holds back their communities and countries as a whole.

The Benefits of Investing in Girls' Education

Investing in girls' education has numerous benefits for both individuals and society as a whole. Violence against women , for instance, is often rooted in gender inequality, and educating both sexes about respect and equality can play a significant role in preventing such violence. Here are a few of the key benefits:

• Education as a tool for breaking down gender stereotypes

Gender stereotypes are often reinforced through the education system, which can limit the aspirations and opportunities of girls and boys. Quality education that is inclusive and responsive to the diverse needs of all learners can help to break down these stereotypes and promote gender equity. By providing girls and boys with the same opportunities and resources to succeed, the education system can help to address the gender gap in education and promote gender equality.

• Education as a means of empowering women and girls

Girl's education is one of the best ways to empower women and girls and help them to reach their full potential. Educated girls are more likely to have better paying jobs and contribute to the economy. This in turn can lead to reduced poverty and increased economic growth.

• Education is an important tool in addressing gender-based violence

Education can help to reduce the risk of gender-based violence and promote gender equality in other areas of life. By providing girls and boys with education on healthy relationships and gender equality, the education system can help to reduce the risk of gender-based violence. School-based programs that address gender-based violence can also provide support and resources for students who have experienced violence and promote a safer and more inclusive learning environment for all students.

• Education has multigenerational impact

Investing in girls' education can have a positive impact on multiple generations. Educated girls are more likely to educate their own children, breaking the cycle of poverty and inequality.

• Education increases social and political participation

Educated girls are more likely to be active and informed citizens, and to participate in social and political activities.

Contributors to Gender Inequality in Education

Gender disparities in education lead to poorer economic outcomes for female workers who may find it difficult or impossible to gain meaningful employment outside their homes. This lack of opportunity is a stark reminder of the importance of equality in relationships and how it begins with equal access to education for both genders. However, for low and middle-income countries ,  these gaps are much larger and continue to persist despite efforts to address them. For instance, gender equality in education remains a significant challenge in many African countries. Moreover, Latin America and the Caribbean have the second highest rate of adolescent pregnancy in the world , leading to significant gender disparities in educational attainment.

Below are some of the main challenges affecting young people in terms of gender equality in education:

Gender disparities in access to education

Achieving gender parity in primary schools has been an important objective of many countries in recent years. And many have been successful in increasing the enrollment of girls in primary schools . However, though the gap in primary education between girls and boys has narrowed, disparities persist in secondary and higher education. Furthermore, many girls and women face additional barriers such as poverty, social norms, cultural beliefs and practices, and conflict, which prevent them from attending school and completing their education.

In many countries, girls are less likely to continue their education and more likely to drop out of school than boys. This is particularly true for young women from disadvantaged backgrounds, who are often facing multiple barriers to education, such as poverty, cultural beliefs and practices, and conflict. However, " poverty and the need to work can lead boys to drop out ,” according to Audrey Azoulay, the Director-General of UNESCO.

2. Discrimination and bias within the education system

Even when girls and young women have access to education, they often face discrimination and bias within the education system. For example, girls are often expected to take on domestic responsibilities and are not provided with the same opportunities and resources to succeed as boys. This can lead to higher dropout rates and lower educational attainment for girls.

In some cases, the education system is not inclusive and responsive to the diverse needs of all students. Therefore, addressing gender disparities in access to education is not only a matter of increasing enrollment but also of ensuring that girls and young women have access to quality education, are able to complete their education and have access to the same opportunities as their male counterparts.

3. Insufficient funding and resources

In many countries, there is inadequate funding for education, which can limit the ability of schools to provide a quality education for all students. This is particularly true for girls and women, who often have less access to resources and support than boys and men.

4. Socio-economic factors

Socio-economic factors such as poverty, living in rural areas and lack of infrastructure, can limit access to education for girls and boys. Girls from poor families are less likely to attend school, and those who do attend often face additional barriers such as a lack of sanitation facilities and safe transportation.

5. Cultural beliefs and practices

According to the World Economic Forum’s Gender Gap Report , it will take 115 years to close the gender gap in the Middle East and North Africa. In many countries in Africa, child marriage and pregnancy often force girls to drop out of school. While The Marriage Act  in South Africa allows girls to be married at the age of 15 with parental consent, the minimum age of 18 is maintained for boys. This perpetuates a cycle of poverty and inequality in girls and women.

To address these challenges, African countries need to invest in programs and policy interventions that promote gender equality in education,

Strategies for Promoting Gender Equality in Education

Promoting gender equality in education can be achieved through a variety of strategies. For instance, schools can work to provide equal access to resources and opportunities for girls and boys, such as providing equal funding for girls' and boys' sports teams or offering girls the same opportunities to participate in STEM education programs.

Other strategies include:

1. Gender-responsive teaching and learning

Gender-responsive teaching and learning involves using teaching methods and curriculum that are inclusive and responsive to the diverse needs of all students, including girls and boys. This can include using gender-sensitive language and images, providing girls and boys with the same opportunities and resources to succeed, and providing education on gender equality and healthy relationships.

2. Inclusive education policies and practices

Inclusive education policies and practices involve creating an environment where all students feel valued and respected, regardless of their gender, race, ethnicity, or socioeconomic background. This involves providing language and cultural support, providing accommodations for students with disabilities, and creating a safe and inclusive learning environment.

3. Engaging communities and families in promoting gender equality in education

Communities and families play a critical role in promoting gender equality in education. By engaging with families and communities, schools can work to address cultural and economic barriers that prevent girls from attending school. This usually involves working with families to provide girls and boys with the necessary resources to attend school. Likewise, working communities to promote cultural change and eliminate practices that discriminate against girls.

4. Addressing socio-economic factors

Addressing socio-economic factors such as poverty, living in rural areas and lack of infrastructure, can increase access to education for girls and boys. This can be achieved by providing:

• scholarships
• building schools in rural and remote areas
• providing safe transportation for girls and boys to school

5. Investing in teacher training

Investing in teacher training can ensure that teachers are equipped with the knowledge, skills, and resources to provide a quality education for all students, regardless of their gender.

Additionally, teacher training in addressing school-related gender-based violence will help to create a safer and more inclusive learning environment for female and male students. By providing teachers with the appropriate training and resources, they will be better equipped to recognize and address gender-based violence in the school environment and provide support for affected students. This not only creates a safer and more inclusive learning environment for all students, but also helps to break the cycle of gender-based violence and promote gender equality in education.

For more information on this topic, check out our article on how education and training can support decent work and economic growth.

Organizations and Initiatives Working to Promote Gender Equality in Education

Goal 3 of the Millennium Development Goals (MDGs)  aimed to promote gender equality and empower women by working to eliminate gender disparities in primary and secondary education, and to ensure that girls and boys have equal access to quality education. The target for this goal was to eliminate gender disparities in primary and secondary education by 2005, and to achieve gender equality in education by 2015. SInce then, MDGs have been replaced by Sustainable Development Goals . But, how far have we really come in terms of achieving gender equality for male and female students?

The Middle East and North Africa

The Middle East and North Africa region have made much progress in achieving gender equality in education and health outcomes. Despite some improvements in reducing the gap in educational attainment, the average participation rate of women in the labor force in the region is still low at 31 per cent . Additionally, in some countries, the pay gap between men and women is significant, with women earning on average less than a quarter of what men make. Furthermore, across the region, there is a lack of representation of women in decision-making positions, such as boardrooms, parliaments, and cabinets. This lack of representation limits women's ability to participate actively in shaping policies and decisions that affect their lives. To address these issues, policymakers introduced a number of initiatives in the region.

Gender Equality in the UAE: Political and Economic Representation

The UAE has established parity of representation in its parliament, the Federal National Council, and has appointed a number of women to serve in its cabinet. Additionally, the UAE has implemented policies to increase the representation of women on the boards of listed companies.

Another notable example of a successful initiative in the region is the UAE's mission to Mars led by Minister of State for Public Education and Future Technology, Sarah bint Al Amiri . The mission was notable for the large percentage of women in leadership roles. Furthermore, Al Amiri's position as the chairperson and lead scientist of the team served as a powerful role model for girls in the UAE and beyond, showing that women can excel in traditionally male-dominated fields such as science and technology.

Overall, while there is still much work to be done in the region to achieve gender equality, these initiatives demonstrate that progress is being made and that policymakers are taking steps to address the issue.

The Akshara Foundation

The Akshara Foundation aims to empower disadvantaged young women in India by improving access to education and fostering a culture of gender equality. Through scholarships and capacity-building workshops, it aims to break the cycle of poverty and inequality. Additionally, the foundation's "Youth for Change" program educates both young men and women on the importance of gender equality for all.

The Women for Peace & Gender Equality Initiative

The Women for Peace & Gender Equality Initiative is an organization that aims to promote gender equality by empowering young women in Nigeria. Through its uniform platform of advocacy, the initiative addresses social issues and works to eliminate inequalities at the grassroots level to bring about policy-level changes. In addition to providing skill and leadership training for adolescent boys and girls, the initiative also conducts research on gender-based violence.

Education plays a crucial role in achieving gender equality. It is a powerful tool that can break down barriers and empower individuals, especially women, to reach their full potential. However, it is important to note that ongoing efforts are needed to address the various challenges facing gender equality in education. This includes addressing issues such as lack of access to education, gender-based violence and discrimination, and inadequate resources and support for marginalized groups. By continuing to work towards gender equality in education, we can create a more equitable and just society for all.

Let Us Do The Heavy Lifting

Want to be a part of the solution? Invest in GGI and let's work together to achieve gender equality in education. Your support will help us provide access to education, resources, and support to marginalized groups. Together, we can break down barriers and create a more equitable society. Let's talk about how you can make a real impact.

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Home - Blog - What Is Gender Equality? Learn the Definition with Examples

What Is Gender Equality? Learn the Definition with Examples

Feb 07, 2022

by United Way NCA

What Is Gender Equality?

Gender equality is imperative to human rights and peaceful societies and has been proven by myriad research to be important for all communities to thrive. United Way of the National Capital Area believes in equity for all, regardless of race, gender, income and ability . Below, we explain what gender equality is, examples of gender equality in action and how it benefits all people.

What Does Gender Equality Mean?

Gender equality definition is the state in which access to rights or opportunities is unaffected by gender.  It’s not only women who are affected by gender inequality—all genders are impacted, including men, trans and gender-diverse people. This in turn impacts children and families, and people of all ages and backgrounds.

Equality in gender does not mean that women and men will have or need the exact same resources, but that women’s, men’s, trans people’s and gender-diverse people’s rights, responsibilities and opportunities will not depend on their assigned gender at birth .

Examples of Gender Equality

What does gender equality look like in the real world? Below, we list and describe an example of gender equality in various scenarios and how it should look in society.

Example 1: Equality at Home

On average, women around the world do three times as much unpaid work at home as men, including household work and caring for children and family members, and many of these women also work full-time or part-time careers. Gender equality in this example would look like splitting up at-home work as evenly as possible between all genders of a household, so that the burden of taking care of the home and family is not solely on women.

Example 2: Equal Pay for Equal Work

The pay gap between men and women remains strong throughout the United States and around the world, especially for women who are mothers or caretakers . Gender equality in the workforce means being paid the same salary for equal work, regardless of gender. It also means that if a woman takes time off from work to take maternity leave, for example, she will not be punished when she returns to work. She will still be considered for the same promotions, pay raises and career opportunities that she would have been given had she not taken the necessary time off to care for her family.

Example 3: Zero Tolerance for Sexual Harassment and Gender-Based Bias

Whether in the workplace, within a religious group, at a community center or any other group setting, people of all genders deserve to feel safe and be free of bullying and microaggressions, sexual harassment and prejudice based on gender. A society that appreciates and upholds gender equality does not allow for offensive comments, harassment, etc., to be tolerated in any form.

Benefits of Gender Equality

Gender equality makes communities safer, healthier and happier. Countries with greater gender equality are more connected and benefit immensely . Below, we list and describe specific societal benefits of gender equality.

Example 1: Economic Equality

When all genders receive equal job opportunities, society benefits. Studies show a diverse workplace is a more productive workplace , and this diversity includes gender diversity. This success in the workplace translates into the economy, as well. When equal job opportunity is given to all genders, poverty rates are reduced, communities are uplifted and a nation’s GDP is significantly improved.

Example 2: Improved Education

Gender equality in education benefits every child within the school system. Girls who receive an education have a higher likelihood to be healthier and more productive, earning higher incomes and building better futures for their families . This in turn contributes to a stronger economy that benefits all genders and leads to better health within a community. According to UNICEF , when a girl receives a secondary education, her lifetime earnings dramatically increase, the national growth rate rises, child marriage rates decline, child mortality rates decline, maternal mortality rates fall and child stunting drops.

Example 3: Better Health

Studies show gender inequality has a negative impact on many health outcomes, including in regard to family planning, maternal and child health, nutrition, pandemic disease and more . When health systems are transformed to provide equal access to health care for all genders, studies show there are better health outcomes , including reduced depression and PTSD, reduced mortality rates, better self-rated health and reduced alcohol consumption.

How to Promote Gender Equality in Your Community

There are many ways to promote gender equality in daily life, from splitting up household chores equally to fighting gender stereotypes. There are also many groups and nonprofits promoting equity in their communities across the nation, including United Way NCA.

United Way NCA is focused on fostering equity for all community members, including those of all genders. We invite you to get involved in promoting gender equality in our community by giving , advocating , volunteering and by joining our Affinity Group, Women United , who plan and execute community projects benefiting girls, women and families throughout the National Capital Area.

To learn more, visit unitedwaynca.org . When none are ignored, all will thrive.

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15 Examples of Gender Inequality in Everyday Life

Gender inequality is everywhere. According to the World Economic Forum, it could take another 131 years to achieve global gender parity. Inequality affects the treatment, rights and opportunities of women, girls and transgender and gender-diverse people the most, but everyone deals with negative effects. Crises like war, climate change and pandemics can make things worse. How does gender inequality manifest in everyday life? Here are 15 examples:

#1. Women make less money than men

The pay gap is one of the most consequential examples of everyday gender inequality. According to the UN, women make only 77 cents for every dollar men earn, even when they do comparable work. The gap widens for women who have children. Country specifics also reveal racial inequalities . In the United States, Hispanic women earned 57.5 cents for every dollar in 2022, while Black women made 69.1 cents. The Institute for Women’s Policy Research estimates that if progress doesn’t speed up, it could take 30 years for the US to reach pay equity.

#2. Girls are more likely to be out of school

Education access has improved over the years, but large gaps are still an issue. According to the World Bank, 88% of girls are enrolled in primary school on a global level, but 78% are enrolled in low-income countries. The gap widens in secondary school; only 31% of girls are enrolled in low-income countries compared to the 66% global average . Conflict plays a big role. Girls are 2.5 times more likely than boys to leave school during crises, which impacts their economic opportunities, safety, health and more.

#3. Women and girls are more likely to be murdered by people they know

While men are overall more likely to be murdered, women and girls are more likely to be killed by people they know. Family members or intimate partners commit around 55% of female homicides. That means every hour, more than five women or girls are murdered by someone in their family. Because it’s much harder to avoid violent family members or partners, everyday life for women and girls can be dangerous.

#4. Women and girls experience more sexual violence

For many women and girls, the threat of sexual violence is persistent. According to UN Women, 26% of women 15 years and older have endured intimate partner violence , which means their abuser is a romantic and/or sexual partner. Around 15 million girls 15-19 years old have experienced forced sex at some point. Men experience sexual violence, too; according to stats from the United States, around 24.8% of men have experienced unwanted sexual contact. The numbers show it’s much more common for women and girls. The true prevelance is unknown as sexual violence is significantly underreported.

#5. Women do more unpaid work

Life is more than paid work and play; people must cook, clean, do laundry, care for children and more. Women do most of this unpaid labor. According to Oxfam, the world’s women and girls complete more than ¾ of all unpaid work . That accounts for 12.5 billion hours of unpaid work every day. It’s worse for rural women from low-income countries. They can spend up to 14 hours a day doing unpaid care work. This limits their educational and economic opportunities.

Gender inequality can manifest in subtle ways. When I was in high school, the girls noticed that one of the male teachers only seemed to call on boys. We started an informal experiment where we raised our hands for every question. More times than not, he would always call on a boy if they had their hands up, too. While we could never prove he was sexist, we felt invisible and undervalued.

#6. Women cook more

Let’s look closer at one example of unpaid work: cooking. It’s an everyday task that takes significant planning, energy and time. According to one survey, women cook more meals than men in almost every country. In 2022, that totaled a little less than nine meals a week. Men cooked four meals a week. In places like Ethiopia, Egypt, Yemen and Nepal, women cooked eight more meals than men. Italy was the only place where men cooked more than women. The reasons vary, but cooking is typically considered a domestic and “feminine” job. Because of this stereotype, women end up saddled with extra unpaid work.

#7. Discrimination affects gender-diverse and transgender people more than their cisgender counterparts

Gender-diverse and transgender people don’t identify with the sex they were assigned at birth and/or traditional gender binaries. Gender inequality affects them, too. According to research, trans people are more than four times more likely than cis people to experience violence, including rape and sexual assault. Households with a trans person also have higher rates of property victimization. Discrimination extends into every area of life, including employment, housing and healthcare . According to the Human Rights Campaign, discrimination disproportionately affects young trans women of color.

#8. Women are sexually harassed at work more often

Work should be a safe place for everyone, but women deal with more sexual harassment. According to the International Labour Organization, young women are twice as likely as young men to experience sexual violence and harassment at work. Migrant women are especially vulnerable; they’re twice as likely as non-migrant women to report harassment. Not every industry is the same. According to the Center for American Progress, women who work in male-dominated fields, like warehousing and construction, are most likely to report harassment . Most people who experience harassment never report it, however, so harassment is happening a lot more often than we know.

#9. STEM jobs are gendered

The STEM field, which stands for science, technology, engineering and math, has been male-dominated for many years. Gender stereotyping is one of the main reasons why. Historically, most societies didn’t believe women were fit for these types of jobs. The consequences are still with us today. According to research from LinkedIn, women fill only 3 out of 10 STEM roles around the world. This represents an improvement, but at the pace of progress, it will take 90 years for women to make up half of the global STEM workforce.

#10. Caretaker jobs are gendered (and undervalued)

While women are underrepresented in STEM jobs, they perform most caretaker jobs. According to the International Labour Organization, women fill 88% of the personal care worker jobs , which include home healthcare assistants, while men fill 12%. Women also dominate the cleaning, food prep, teaching and clerical support fields. Their work tends to go unappreciated, however. According to the Economic Policy Institute, American home healthcare and childcare workers make just $13.81 and $13.51 an hour . That’s half of the average hourly wage for workers in general.

Gender equality jobs can help reduce inequality and empower women and girls.

#11. Women experience worse mental health

Everyone can experience mental health problems, but women and girls are at a higher risk. According to 2017 data, women are three times more likely than men to have common mental health issues. They’re also three times more likely to experience eating disorders and PTSD. The picture gets more complicated when it comes to suicide. While men are 2-4 times more likely to die by suicide, women are three times more likely to attempt suicide . Stigma could be one reason why. Because of gender stereotypes, men may be less likely to report mental health problems or seek help, which is another example of how inequality hurts everyone.

#12. Healthcare professionals take women less seriously

Everyone should be able to go into a doctor’s office and feel respected. Because of gender inequality, women face more challenges. Doctors often take women less seriously and quickly label health issues as “anxiety,” which results in worse healthcare. According to one study, women who went to the emergency room with severe stomach pain waited 33% longer than men with the same symptoms. Black women face even more discrimination. According to research, doctors are twice as likely to deny Black women pain medication during birth than white women.

#13. Taking paternity leave is stigmatized

Paternity leave used to be rare. The prevailing view was that women were responsible for childcare, while men needed to stay at work. Now, 63% of countries guarantee paid parental leave. Only seven countries – including the United States – do not. Even in countries where paternity leave is provided, families deal with stigma. A small 2020 study from the UK found that 73% of men believed there was a stigma to taking paternity leave, while 95% wanted workplaces to “normalize” taking paternity leave. Gendered stereotypes about parenting harm everyone and allow gender inequality to thrive.

#14. Products for women can cost more

People of all genders use products like razors, soap and lotion, but the ones designed for women often cost more. According to data from the World Economic Forum, personal care products marketed to American women can cost 13% more than the same products for men. This disparity is called “the pink tax.” While it’s not an official tax, cost differences affect accessories, clothing, dry cleaning, and other products and services. Women may pay thousands of dollars more over their lifetimes because of their gender.

#15. Men get in more car crashes (but women are more likely to be trapped)

For many people, driving a car is an everyday occurrence. Women could face some unique risks. According to a study of UK data, while men were more likely to be involved in serious crashes, women were twice as likely to be trapped after a car crash. Women also experienced more injuries to the hip and spine, while men were injured on their heads, face, chest and limbs. While the cause of this disparity isn’t obvious, it could be because crash test dummies are modeled after male bodies. Identifying the less clear reasons for gender inequality is essential to people’s health and safety.

Want to learn more about gender equality? Here’s our Gender Equality 101 article .

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About the author, emmaline soken-huberty.

Emmaline Soken-Huberty is a freelance writer based in Portland, Oregon. She started to become interested in human rights while attending college, eventually getting a concentration in human rights and humanitarianism. LGBTQ+ rights, women’s rights, and climate change are of special concern to her. In her spare time, she can be found reading or enjoying Oregon’s natural beauty with her husband and dog.