Silvia Fuentes-De-Frutos, Victor Renobell-Santaren , Diana Ribes-Fortanet

A Narrative Review of the Gender Gap in PISA in the Spanish Case

Introduction

A narrative review of the gender gap in pisa in the spanish case. Explore the gender gap in Spanish students' PISA performance (reading, math, science) across eight editions. Girls excel in reading, boys in math; science shows no significant difference. The gap is increasing.

Abstract

Various international studies indicate that gender can influence students' academic performance. The aim of this research is to assess whether there is a gender gap in the performance of Spanish students in the three subjects examined by PISA (Programme for International Student Assessment): reading comprehension, mathematics and science, across the eight editions to date. To this end, a literature review of the last three decades was conducted, along with a multisectoral analysis of the data from the available PISA reports, assessing national and regional differences and changes over time. The results of this study show that Spanish students follow the trend of most countries analysed by PISA: girls perform better in reading comprehension, boys perform better in mathematics, and there are no significant differences between the sexes in science. In conclusion, the gender gap is more pronounced in reading and less pronounced in mathematics. Gender differences in the three subjects tend to be greater in the latest edition than in previous ones.

Review

This narrative review addresses a highly pertinent topic in educational research by examining the persistent gender gap in PISA performance among Spanish students. Spanning all three core PISA subjects—reading, mathematics, and science—across eight editions, the study provides a comprehensive overview of how gender influences academic outcomes in Spain. The abstract effectively highlights the key finding that Spanish students mirror international trends, with girls outperforming boys in reading, boys leading in mathematics, and no significant differences in science, while notably concluding that these differences appear to be widening in recent editions. The methodological approach, combining a literature review spanning three decades with a multisectoral analysis of PISA report data, offers a robust framework for understanding both historical context and current trends. The study's strength lies in its longitudinal perspective, allowing for a detailed examination of changes over time at both national and regional levels, though specific regional findings are not detailed in the abstract. By synthesizing data across multiple PISA cycles, the authors provide valuable insights into the evolution of the gender gap in the Spanish educational system, making a significant contribution to both national educational discourse and broader international comparisons. While the abstract clearly presents the observed trends, a deeper exploration within the full paper into the *factors* contributing to the identified gender gaps, particularly the reported widening in the latest PISA editions, would be highly beneficial. A more detailed discussion of the specific societal, pedagogical, or curricular elements that might explain these persistent and, in some cases, increasing disparities could further strengthen the analysis. Additionally, given the stated multisectoral analysis, elaborating on specific regional differences or similarities in the findings could provide further granularity and actionable insights for targeted policy interventions.

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