Gender Equality, Human Development, and PISA Results over Time

Janine Anne Campbell, Joseph McIntyre and Natalia Kucirkova
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Janine Anne Campbell: Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, 4021 Stavanger, Norway
Joseph McIntyre: Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA
Natalia Kucirkova: Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, 4021 Stavanger, Norway

Social Sciences, 2021, vol. 10, issue 12, 1-18

Abstract: Gender equality through the empowerment, representation, and provision of equal opportunities for all, regardless of gender, is increasingly recognised as a driver of social outcomes and a fundamental human right. This study explores the longitudinal (2006–2018) relationship between gender equality, human development, and education results as measured by PISA. Gender equality and human development are consistently correlated with PISA scores at each time point; however, when controlling for starting values and country effects only change in gender equality positively predicts change in PISA scores (F = 22.6, p < 0.001, R 2 = 0.58). Research and policy implications for the longitudinal interpretation of the relationship of PISA results with system-level factors as well as the relationship between gender equality and education are discussed in this paper. In consideration of the impact of COVID-19 on education and gender equality, the findings from this study support continued political effort towards gender-equal human development in a post-COVID-19 world.

Keywords: PISA; gender equality; human development; longitudinal research (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
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