Gender Differences in Education, Skills and STEM Careers in Latin America and the Caribbean

This OECD report, Gender Differences in Education, Skills and STEM Careers in Latin America and the Caribbean: Insights from PISA and PIAAC, presents a detailed analysis of gender disparities in educational attainment, academic outcomes, career choice, and labour market participation in the LAC region. Drawing on data from the Programme for International Student Assessment (PISA), the Programme for the International Assessment of Adult Competencies (PIAAC), and Education at a Glance (EAG), the report provides a comprehensive view of where progress has been made and where challenges remain, especially in relation to STEM pathways. The report is divided into six chapters as follows:

Introduction

Gender equality in education is not only a matter of social justice but also a cornerstone for economic growth, productivity, and societal well-being. While girls are more likely to be excluded from education at the primary level in low-income backgrounds, boys are increasingly disengaged as education progresses, facing higher repetition and dropout rates. The report notes that although LAC countries have made strides toward closing gender gaps in education, significant disparities persist across attainment, performance, and career outcomes.

Attainment of secondary education and early school leaving

While primary school enrolment in LAC is nearly universal at 97% for both girls and boys, net secondary school enrolment remains at 79%, 14 percentage points below the OECD average. Completion rates in secondary education average 65.7% across the region, with a wide variation between countries. Costa Rica and Mexico saw improvements of more than 10 percentage points in upper secondary attainment among 25–34-year-olds between 2016 and 2023, yet around 38–42% of young adults in both countries still lack this qualification. Grade repetition, which negatively affects performance and increases dropout risk, remains more common among boys. For instance, Colombia’s repetition rate nears 40%. Upper secondary completion among girls averages 68.7%, compared to 61.5% for boys. Early school leaving remains high: 19% of 18–24-year-olds are not in education and have not completed secondary school. Boys, particularly from disadvantaged backgrounds, are more likely to leave early, often influenced by labour market opportunities and cultural expectations.

Gender differences in academic outcomes of 15-year-old students: Results from PISA 2022 in Latin America and the Caribbean

Performance in foundational skills remains a concern. In PISA 2022, 75% of 15-year-olds in LAC scored below the basic proficiency level (Level 2) in mathematics and 55% in reading. Disparities are pronounced among vulnerable groups: 88% of the most disadvantaged performed below proficiency in mathematics versus 55% of the wealthiest. Gender gaps mirror global patterns: boys outperformed girls in mathematics by 8 points on average in LAC (9 points in the OECD). However, in Jamaica and the Dominican Republic, girls outperformed boys in mathematics by 13 and 4 points, respectively. Girls outperformed boys in reading in all LAC countries except Costa Rica and Chile, where no significant differences were observed. The largest reading gender gaps in favour of girls were seen in the Dominican Republic and Jamaica (35 and 34 points). Science performance showed less consistent patterns: boys outperformed girls by 4 points on average, with significant male advantages in countries such as Costa Rica and Chile (15 and 14 points), while girls outperformed boys in Jamaica and the Dominican Republic. In mathematics, girls were more likely to be low performers, except in Jamaica. In the Dominican Republic, 93% of girls and 92% of boys scored below Level 2.

Career choice by gender: How girls and boys choose different fields of study, especially in STEM

Gendered expectations shape career paths early. In LAC countries, only 14% of girls expected to work in a STEM-related occupation compared to 26% of boys. This expectation gap persists into adulthood: only 30% of adults aged 30–40 in STEM-related occupations are women. Girls are more likely to express a lack of confidence in mathematics and science. For instance, just 27% of girls reported confidence in mathematics compared to 45% of boys. Domestic responsibilities disproportionately affect girls, especially during adolescence. Prior to the COVID-19 pandemic, girls in Bolivia, Guatemala, and Nicaragua already spent 3–4 hours per day on care work, compared to less than 2.8 hours for boys. The pandemic intensified this burden. In Ecuador, girls spent 3.8 more hours per week than boys on household tasks. These inequities, compounded by school closures that lasted an average of 70 weeks in LAC—29 weeks longer than the global average—have widened learning and participation gaps.

Gender gaps in adult skills and labour market outcomes in Latin America and the Caribbean

In adult skills measured by PIAAC, the gender gap in numeracy is larger than in literacy. In Peru and Chile, men outperformed women in numeracy by 16 and 21 points, respectively, rising to 19 and 24 points among adults aged 25 and over. In contrast, among younger adults, the gender gap shrinks to 5 points in Peru and 8 points in Chile. Problem-solving in digital environments shows smaller but still significant gaps: in Chile, 17% of men reached Levels 2 or 3 compared to 12% of women. In Ecuador, 35% of women had no computer experience or failed the ICT core test, compared to 31% of men. Labour market disparities remain stark. Women in LAC have a labour-force participation rate of 58%, compared to 82% for men. Wage disparities are also significant: women earn 22% less than men in equivalent roles. Occupational segregation is entrenched: 70.2% of science and engineering professionals are men, while 71.4% of health professionals and 62.5% of teachers are women.

Gender gaps in STEM education and careers in LAC: Understanding the barriers and policy messages for shaping inclusive pathways

Persistent underrepresentation of women in STEM stems from structural inequalities, stereotypes, unequal care burdens, and lack of support systems. Women represent only 22% of ICT graduates and 35% of engineering graduates. The report identifies a lack of role models, gendered perceptions of ability, and differential access to mentorship as key barriers. Crisis like COVID-19 tend to exacerbate existing inequalities, and care responsibilities continue to limit girls’ and women’s educational opportunities and career mobility.

Policy Recommendations

The report calls for comprehensive and inclusive educational strategies to encourage more girls into STEM careers. Key recommendations include:

• Expanding scholarship and support programmes for girls, particularly in rural and disadvantaged areas.

• Promoting STEM participation through mentorship initiatives and awareness campaigns.

• Strengthening early interventions to reduce school dropout rates among boys.

• Training teachers to use gender-sensitive pedagogies and addressing biases in classroom practices.

• Implementing institutional reforms such as anti-discrimination policies in schools and promoting flexible, inclusive curricula.

• Enhancing data systems to monitor progress and accountability in gender equity.

By addressing these disparities and implementing the proposed policy recommendations, LAC countries can unlock significant economic and social benefits, driving progress toward a more equitable and prosperous future for all.