A meta-analysis of studies with data from 1914 to 2011 in many countries concluded that girls get higher marks than boys. 163 Standardised tests of skills have stable gender differences between countries and over time: boys do better in mathematics and science while girls do better in reading. However, when analysing intelligence, there seem to be more boys than girls at the end of the distribution, that is, more boys than girls in the same age group score high and low. 164
On the political agenda The Nordic cooperation in the area of gender equality is driven by the common vision of a gender-equal Nordic region with equal opportunities, rights, and obligations for all, irrespective of gender. 165 Gender is an essential research perspective for understanding development among children and youth 166,167 as well as human development in general 168 and research. 169 A governmental committee in Sweden has explored gender and school achievement. 170 It may seem strange that there are still socioeconomic and gender differences in school achievement in Sweden given that Sweden has high gender and income equality. 171 Also, a recent Norwegian governmental committee did an in-depth analysis of the gender difference in school achievement and educational trajectories. 172 Gender differences are a challenge for the society, and gender differences among school-age children are related, for example, to the educational status of their parents, immigration status of the family, and prevalence of teacher–pupil problems (more prevalence among boys). There is a consistent pattern of worse educational trajectories for Norwegian boys as indicated by marks and lower attainment in upper secondary schools Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174. 164 Johnson, W., Carothers, A., & Deary, I. J. (2008). Sex differences in variability in general intelligence: A new look at the old question. Perspectives on Psychological Science, 3(6), 518–531. 165 The Swedish Presidency of the Nordic Council of Ministers. (2018). Programme on gender equality. Copenhagen: Nordic Council of Ministers. http://norden.divaportal.org/smash/get/diva2:1190647/FULLTEXT01.pdf 166 Heilig, M. (2018). Han, hon och hjärnan [He, she, and the brain]. Stockholm: Natur och Kultur. 167 Spear, L. (2010). The behavioral neuroscience of adolescence. New York: W. W. Norton. 168 Bird, C. E., & Rieker, P. R. (2008). Gender and health. The effect of constrained choices and social policies. Cambridge: Cambridge University Press. 169 Se for instance FAS. (2011). From women’s health to gender medicine. An anthology. Stockholm: The Swedish Council for Working Life and Social Research (FAS). 170 Wernersson, I. (2010). Könsskillnader i skolprestationer – Idéer om orsaker [Gender differences in school performance – ideas about causes]. Stockholm: Statens offentliga utredningar. 171 Stenmark, H., Bergström, E., Hägglöf, B., Öhman, A., & Petersen, S. (2016). Mental problems and their socio-demographic determinants in young schoolchildren in Sweden, a country with high gender and income equality. Scandinavian Journal of Public Health, 44(1), 18–26. 172 NOU 2019:3. Nye sjanser – bedre laering. Kjønnsforskjeller i skoleprestasjoner og utdanningsløp [New chances – improved learning. Gender differences in school achievement and educational trajectory]. Oslo: Departementenes sikkerhets- og serviceorganisation, Kunskapsdepartementet. 163
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