Understanding the Literacy Gap Between Boys and Girls: Perceptions of Teachers, Parents, Students, and Other Stakeholders

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DOI: 10.21522/TIJAR.2014.12.04.Art006

Authors : Julette Shaw-Williams, Lissett Pickens

Abstract:

The persistent literacy gap between boys and girls continues to be a significant concern in education, with girls generally outperforming boys in reading and writing across various grade levels and regions. The causes of this disparity are multifaceted, shaped by social, cultural, and educational factors that influence students’ literacy development. While existing studies highlight statistical trends and propose broad strategies for improving literacy outcomes, limited attention has been given to the perspectives of stakeholders directly involved in supporting learning. Understanding the viewpoints of teachers, parents, students, and policymakers is essential to identifying underlying barriers and designing effective, targeted interventions. Teachers provide valuable insights into how instructional methods, classroom dynamics, and curriculum design affect literacy performance. Parents play a central role by influencing literacy development through their expectations, attitudes, and involvement in home-based learning. Students’ motivation, self-perception, and societal influence further shape their willingness and ability to engage with literacy tasks. Policymakers, however, must address the long-term implications of literacy disparities for educational equity, academic achievement, and future career opportunities. The COVID-19 pandemic exacerbated these challenges, as school closures and remote learning disproportionately affected students by gender due to unequal access to digital tools and heightened domestic responsibilities. Furthermore, the widening digital divide has limited opportunities for students to acquire essential digital literacy skills necessary for academic and professional success. By exploring stakeholders’ perspectives, this study aims to provide a more comprehensive understanding of the factors contributing to gender-based literacy disparities and inform the development of more effective, equitable educational strategies.

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