By Matthias Eck, UNESCO
There is a troubling gap in reading achievement between boys and girls. This disparity is not just an academic issue, it is a barrier to boys’ full participation in society. As we mark International Literacy Day on 8 September, UNESCO and the International Association for the Evaluation of Educational Achievement (IEA) are releasing a brief that highlights the need to support boys in developing the reading skills that are essential for their future.
The data from the Progress in International Reading Literacy Study (PIRLS) 2021 reveals a significant and consistent gender gap in reading achievement across the globe. In 51 out of 57 participating education systems, girls outperformed boys by an average of 19 points. This gap is especially wide when it comes to reading for literary experience, with girls scoring 22 points higher than boys on average.
But the issue goes deeper than just test scores. The data also shows that girls are more likely to enjoy reading, feel confident in their reading abilities, and engage in reading activities outside of school. For example, while 46% of girls reported that they very much enjoy reading, only 37% of boys said the same. Similarly, 46% of girls expressed high confidence in their reading abilities, compared to just 40% of boys.
These differences are not merely coincidental, they reflect broader societal norms and stereotypes that shape children’s attitudes towards reading from a young age. Boys, in particular, face challenges that can hinder their reading development, including a lack of male role models who enjoy reading and gender stereotypes in certain countries suggesting reading is a “feminine” activity.
Parents and educators play a pivotal role in shaping children’s attitudes toward reading. The PIRLS 2016 data shows that boys are less likely to have male role models who enjoy reading. Male caregivers, in general, reported lower levels of enjoyment in reading compared to female caregivers, with only 24% of male caregivers expressing a strong interest in reading, versus 36% of female caregivers. This lack of male reading role models, both at home and in school, may contribute to boys’ lower motivation and engagement in reading.
Moreover, societal stereotypes about reading can negatively impact boys’ confidence and motivation. Some parents and teachers believe that girls are naturally better readers and more inclined to enjoy reading, which can discourage boys from developing a love for reading. These stereotypes can have long-lasting effects, as boys internalize these beliefs and become less likely to engage in reading activities.
To address the gender gap in reading, a multi-faceted approach involving educators, parents, and policymakers is essential. Teachers should be trained to understand the specific challenges boys face in reading and to employ strategies that engage them effectively. This training must also include efforts to challenge gender stereotypes and create a classroom environment where reading is seen as an inclusive activity for all students.
Interventions should begin early, with a focus on exposing boys to reading activities both in early education settings and at home. Programs that involve parents in literacy activities and provide reading materials can significantly impact children’s reading development and foster a lifelong love of reading.
It is also crucial for boys to see men who enjoy reading and value it as an important skill. Programs that involve male reading partners or mentors can play a vital role in breaking down stereotypes and encouraging boys to engage with reading more enthusiastically.
Lastly, educational programs must actively challenge the notion that reading is a “feminine” activity. Initiatives like the Premier League Reading Stars program in England, which uses football stars as reading role models, have demonstrated success in engaging boys by aligning reading with their existing interests, thereby helping to shift cultural perceptions and boost boys’ motivation to read.
As we celebrate International Literacy Day, it’s time to take action to close the gender gap in reading. By working together, we can create a future where all children, regardless of gender, have the opportunity to develop strong reading skills and achieve their full potential.