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Using data from IEA’s International Civic and Citizenship Education Study (ICCS) 2022, it analyzes eighth-grade students across 22 countries and identifies a consistent gender gap in civic knowledge, with boys scoring lower on average. Students show generally positive attitudes toward gender equality, yet boys are less likely to support it and show weaker concern for environmental protection and global environmental threats. The findings highlight challenges for building democratic, equitable, and sustainable societies and recommend targeted efforts to address boys’ underachievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/number-28-special-issue-international-gender-differences-in-civic-knowledge-and-attitudes-implications-and-ways-forward/585217/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/number-28-special-issue-international-gender-differences-in-civic-knowledge-and-attitudes-implications-and-ways-forward/585217.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data source and student group does the brief rely on?","Question",{"text":112,"@type":113},"It uses data from IEA’s ICCS 2022, assessing civic knowledge of eighth-grade students across 22 countries (average age 14.4). Analyses use IEA’s IDB Analyzer to account for weights, replicate weights, plausible values, and the hierarchical data structure.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do boys and girls differ in civic knowledge according to ICCS 2022?",{"text":117,"@type":113},"ICCS 2022 shows a notable gender gap in most participating countries, with boys scoring lower on average than girls in all surveyed cases.",{"name":119,"@type":110,"acceptedAnswer":120},"What attitude differences related to gender equality, environment, and democracy are highlighted?",{"text":121,"@type":113},"Students show strong positive attitudes toward gender equality overall, but boys are significantly less likely than girls to express support. Boys are also less likely to express positive attitudes about environmental protection and concern about global environmental threats, and in national emergencies in democratic systems they are more likely to accept restrictions in about half of the countries.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585217,1792209693,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Number 28 | Special Issue  \nINTERNATIONAL GENDER DIFFERENCES IN CIVIC KNOWLEDGE AND ATTITUDES:  \nIMPLICATIONS AND WAYS FORWARD  \nSUMMARY  \nThis Compass Brief examines gender differences in students’civic knowledge and attitudes toward globally important social topics. It uses data from IEA’s International Civic and Citizenship Education Study (ICCS) 2022, which assessed the civic knowledge of eighth-grade students across 22 countries. The findings from ICCS 2022 indicate a notable gender gap in civic knowledge inmost participating countries, with boys scoring lower on average than girls in all such cases.  \nStudents exhibited strong positive attitudes toward gender equality, although boys were significantly less likely than girls on average to express support for it. The disparity in support for gender equality was larger than for any other indicator. In most countries, and on average internationally, boys were significantly less likely than girls to express positive attitudes about environmental protection and concern about global environmental threats. In the event of national emergencies in democratic systems, boys in half of the participating countries were significantly more likely than girls to accept restrictions, such as prohibiting large gatherings, imposing travel restrictions, or identifying people whose behavior might put others at risk. These gender differences in attitudes present challenges for building more democratic, equitable, and sustainable societies worldwide.  \nIMPLICATIONS  \n▶ If higher levels of civic knowledge, as well as strong commitments to gender equity and environmental protection are considered positive outcomes across the student population, then reducing the extent of boys’ substantial underachievement in these domains would be a constructive way to make progress toward these goals.  \n▶ The large disparity in concern for the environment and environmental protection between boys and girls, on average, is worrisome given the increasingly negative effects of climate change. The results from ICCS 2022 suggest that efforts to improve commitment to environmental protection and gender equity should include a focus on improving boys’environmental awareness and attitudes regarding gender equality and democracy.  \n▶ If schools are partly responsible for imparting civic knowledge, then education specialists and practitioners, policymakers, and societies more generally should be concerned by these results. The finding that boys possess lower civic knowledge on average has implications for the functioning of democracies, as ensuring that all students gain civic knowledge strengthens the democratic system by creating a more informed and engaged citizenry.  \nAuthors  \nAidan Clerkin-Educational Research Centre, Ireland Michel Welmond-World Bank  \nLaura Gregory-World Bank  \nINTRODUCTION  \nA recent World Bank study found that boys are underachieving academically compared to girls in several respects in many countries, and that the phenomenon may be becoming more prevalent in middle-income countries (Welmond & Gregory, 2021) . Using data from TIMSS (Trends in International Mathematics and Science Study), PISA (Programme for International Student Assessment), and the UNESCO Institute for Statistics, the study indicated that, while female underrepresentation in secondary and tertiary education remains a significant issue in some, particularly low-income countries, more than 100 countries have lower levels of male secondary and tertiary education enrollment and completion. Learning poverty rates—defined as the proportion of children unable to read and understand a simple text at 10 years  \nDATA & ANALYSIS  \nThe analyses presented next are primarily based on the ICCS 2022 international dataset (Afana et al. , 2024), which consists of an extensive survey of eighth-grade students’(average age: 14.4 years) civic knowledge in 20 countries that met all sample participation requirements. Analyses were conducted using IEA’","cbCair74X4XPHI9h","https://ap.wps.com/l/cbCair74X4XPHI9h","pdf",1996250,"English","# Summary\n# Implications\n# Authors\n# Introduction\n# Data & Analysis\n# Gender Differences in Civic Knowledge","[{\"question\":\"What data source and student group does the brief rely on?\",\"answer\":\"It uses data from IEA’s ICCS 2022, assessing civic knowledge of eighth-grade students across 22 countries (average age 14.4). Analyses use IEA’s IDB Analyzer to account for weights, replicate weights, plausible values, and the hierarchical data structure.\"},{\"question\":\"How do boys and girls differ in civic knowledge according to ICCS 2022?\",\"answer\":\"ICCS 2022 shows a notable gender gap in most participating countries, with boys scoring lower on average than girls in all surveyed cases.\"},{\"question\":\"What attitude differences related to gender equality, environment, and democracy are highlighted?\",\"answer\":\"Students show strong positive attitudes toward gender equality overall, but boys are significantly less likely than girls to express support. Boys are also less likely to express positive attitudes about environmental protection and concern about global environmental threats, and in national emergencies in democratic systems they are more likely to accept restrictions in about half of the countries.\"}]","Number 28 - Special Issue - International Gender Differences in Civic Knowledge and Attitudes: Implications and Ways Forward | PDF",1792054080,25]