Over the past 70 years, the enrollment of women in higher education has significantly increased in both Quebec and Canada as a whole. In the early 1950s, a mere 22% of students enrolled in Canadian universities were women. However, since then, this figure has steadily risen, with women now accounting for 57% of university students as of 2020. The trend in university graduation rates is similar.
While the original goal was to achieve gender parity in enrollment, women have been surpassing men in university enrollment and graduation rates since the 1990s. This gender gap has continued to widen in what appears to be a long-term trend. It is important to note that this trend cannot be attributed to women taking the place of men. Instead, the causes are varied and deeply ingrained, as outlined in a new French-language book.
Under-educated men
Data collected in Canada and other countries reveal that women’s enrollment in universities has increased in recent decades. Our analysis of anonymized data for a cohort of students at Université de Montréal, HEC Montréal, and Polytechnique Montréal confirms the hypothesis that women have access to more programs than men when they enroll because of their higher grades. Additionally, once enrolled, women outperform men.
In 1992-1996 in Quebec, women earned 56.6% of bachelor’s degrees, 52% of master’s degrees, and 36% of Ph.Ds. In 2018, women earned 61% of bachelor’s, 60% of master’s, and 52% of Ph.Ds. The trend is similar in Quebec’s cégeps, where women made up 57.3% of enrolled students and 61% of graduates in 2018-2019.
It is important to note that this gender gap in education is not unique to Canada; it also exists in the 15 or so European countries from which the authors also obtained data.
Why this matters
The academic challenges that begin in primary school can have far-reaching effects on boys’ academic performance, including their ability to graduate from high school, enroll in university, and earn a higher salary later in life. These impacts are supported by the human capital theory in economics, which posits that education increases a person’s productive capacity and earning potential.
Data from 2018 for OECD countries show that those with a bachelor’s degree earned 44% more on average than those with only a high school diploma, while the gap increased to 91% for those with a master’s or Ph.D. degree. Similarly, having a higher level of education increases employability, as seen by the employment rate for those with a university degree compared to those without.
Women tend to have a wider choice of programs and are more likely to be accepted into limited enrollment programs, while men are often left with their second or third choice and more likely to interrupt their studies. This creates a gender gap in education that may also have far-reaching social consequences.
Furthermore, automation poses a significant risk to many jobs, with the OECD estimating that 14% of workers are at high risk of having their duties automated within the next 15 years. However, workers with a higher level of education are less likely to be impacted by this trend.
Despite its economic benefits, education provides many other benefits as well, including personal growth, increased knowledge, and social connectedness. As such, the gender gap in education is a significant concern with potentially broad implications for individuals and society as a whole.
Leveling the playing field
The authors propose a number of solutions, all of which are designed to be long-term rather than a quick fix. Intervening early is crucial to address academic delays that impact boys’ performance in high school and their likelihood of graduating, argue experts.
This includes interventions during the prenatal stage, such as home visits to screen for nutritional deficiencies and infectious diseases. Quebec’s Olo Foundation prenatal nutrition program is cited as an example.
Additionally, preschool programs for disadvantaged children have shown numerous long-term benefits. Despite Quebec’s successful daycare system, experts question why it doesn’t reach disadvantaged families as much as it should.
The authors recommend rethinking the practice of having children repeat a grade, adapting high-school schedules to the circadian rhythm of teens, and making school compulsory up to age 18 or until a high-school diploma or equivalent has been earned.
They suggest many other recommendations in their book, particularly with respect to post-secondary education. The hope is that their book will raise awareness among policymakers about the harmful effects of the under-education of men and prompt concrete action.
