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Developed Countries
In various developed countries, Margaret B. Sutherland explained that in the last several decade’s changes have shown that there was an increase in education access for women. Margaret pinpointed how dissimilar gender groups take part equally in “primary” and “secondary” education in advanced countries around the globe. In developed countries, girls and boys are enrolled in elementary/kindergarten and middle schools at an equal rate in the educational schooling system. In European nations, girl students tend to flourish more often in secondary school than boys in developed countries, according to Sutherland. African and Asian countries have aided and catered to girls by enforcing certain quotas and scholarships to place themselves in higher education to provide opportunities for better education with long-lasting jobs. The outlook and position of women in higher education have improved drastically over the recent years in various countries around the world in a general sense. In selective countries, the author claimed that women are being misrepresented and unfairly evaluated at the university level of education. Additionally, in some developed countries, women are persistently a “distinct minority” in higher education according to the article. There is a consistent trend in university-level education on how women make up a small proportion of these schools across certain nations. The other frequent struggles that result in these issues stem from women remaining in a small categorical group of not acquiring doctorate degrees and some postgraduate degrees in various countries.

Regarding the issue of gender and education in the STEM (Science, Technology, Engineering, and Mathematics) field, and how women in STEM have underwhelming sparse numbers in the field which is alarming for policymakers and sociology scientists. The authors Stoet and Geary utilized an international database of student success in the STEM field and mentioned and analyzed how girls performed comparably to boys in various countries in the science field. Analytically, girl students emerged as more than capable of performing at prominent levels in STEM at a university level. Furthermore, the analysis acknowledged how girls performed comparably to boys and higher in multiple countries in specific subjects corresponding to math and science. Stoet and Geary mention how the relative academic strengths regarding sex differences, and the demand for STEM degrees increased with a rise in gender equality on a national scale in different countries. In addition, mediation analysis showed that “life quality pressures in less gender-equal" nations encourage and advocate for women’s involvement in STEM education. Overall, the author mentions that there is intense pressure for less-gender-equal countries to create a surge in the advocation of women’s participation in STEM subjects.

Centering the problems of gender education in the STEM field around gender-based bias evaluations of children relating to anxiety and lack of representation of women. Author Drew H. Bailey mentions how regardless of worldwide striving and progress for gender equality across different societies, the lack of women in STEM programs is a reoccurring issue in educational institutions. Furthermore, Bailey and his colleagues studied how the possibility that the gender difference in STEM subjects' anxiety holds a contribution to the underrepresentation of women. The study involved assessing the number of predictions from the “gender stratification model,” which evaluates “cross-national patterns” of gender distinctions in math anxiety and performance. The study tailored itself to the number of outcomes of gender inequality on a national scale that related to math anxiety and performance in education. The analytical data collected from the PISA (Programme for International Student Assessment) of which 761,655 students from 68 nations participated was measured to further the study. The results of the study showed that countries with more gender-egalitarian, and economically advanced societies have a moderate level of mathematics anxiety. There are comparatively more “mothers in STEM fields” in developed countries; however, according to the study they treasured “mathematical competence” in their sons more than their daughters. The mothers in STEM fields cherished their sons to have more capability in math than their daughters according to the author's study. However, the worldwide average in STEM exams is closer in proximity in terms of performance between girls and boys, according to Baily and his colleagues.

Other factors based on gender differences in education coherently connect to Aleksandra M. Rogowska and her colleague's study of examining and exploring five traits, academic motivation, personality, and gender in a cross-cultural context. She conducted a study of Polish and Ukrainian college students (424 students) in the physical education sectors. The study required an Item pool test that examined the GPA (Grade Point Average), Academic Motivation scale (AMS), and the model of personality to collect data. Rogowska's study revealed that gender differences were found in “personality traits and academic motivation scales.” The study also showed how notable gender was and prominent as a “moderator” in the dynamic correlation between conscientiousness and academic achievement. The author noted how gender was integral as a third variable to show the connection between conscientiousness and academic accomplishment. Rogowska's study emerged compelling information regarding the motivation factor of women being more motivated than men based on academic achievement.