Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls’ disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls’ school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls’ schools in Hong Kong. We find that a gendered social structure prevalent in both societies.

Research highlights
► In Korea and Hong Kong, gender gap in maths was associated with single-sex schooling.
► Benefits for attending girls’ schools were found only in Korea.
► Gendered curriculum counteracted the advantage of girls’ schools in Hong Kong.
► Gendered social structure is associated with gender gap in maths achievement.