The gender gap in boys' favor is slightly bigger in mathematics but improvements over time in girls’ favor are also observed in certain countries, despite the important regional variations. However, the data are less well known outside of these 17 countries. The gender gap has fallen significantly in science in secondary education among TIMSS trend countries: 14 out of 17 participating countries had no gender gap in science in 2015, compared to only one in 1995. Girls tend to outperform boys in certain sub-topics such as biology and chemistry but do less well in physics and earth science. Girls’ achievement seems to be stronger in science than mathematics and where girls do better than boys, the score differential is up to three times higher than where boys do better. As with the data on participation, national and regional variations in data on learning achievement suggest the presence of contextual factors affecting girls’ and women's engagement in these fields. In contrast, in the Arab States, girls perform better than boys in both subjects in primary and secondary education. For example, where data are available in Africa, Latin America and the Caribbean, the gender gap is largely in favor of boys in mathematics achievement in secondary education. Overall, women's participation has been increasing, but significant regional variations exist. In Chile, as in many countries, STEM fields of study are dominated by menĭata on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and geographic location. Women leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. This decreased interest affects participation in advanced studies at the secondary level and in higher education. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education.
Percentage of students that take advanced courses in mathematics and physics, by sex, Grade 12.
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