Girls behind in economic knowledge – study shows alarming gap!

Girls behind in economic knowledge – study shows alarming gap!

A comprehensive study by the University of Tübingen has shown significant differences in economic knowledge between girls and boys. The study, which involved almost 2,000 tenth graders in Baden-Württemberg, came to the conclusion that girls performed 13 percent worse on average than their male classmates. This gap represents nearly three-quarters of a school year and is alarming, especially given today's financial literacy demands. According to the results, on average, students answer more than eight out of twelve knowledge questions correctly, while girls can give fewer than seven correct answers.

The head of the study, Taiga Brahm, emphasizes that girls' lower mathematical skills and less interest in economic topics contribute to this imbalance. These findings focus on the urgency of addressing the existing differences at an early stage and taking appropriate measures. Boys have also been shown to demonstrate greater self-confidence in business and finance. This could impact their future educational and career paths.

Proposals to promote equality

In order to counteract the inequalities mentioned, various proposals have been formulated. This includes, among other things, role plays, practical projects and working with female role models in lessons and in textbooks. These measures could help promote girls' interest in economic issues and thus improve their performance. The schools at which the study was carried out included 92 high schools as well as community and secondary schools that offer business as a subject. The results indicate that targeted support and new teaching approaches are necessary to strengthen girls' economic knowledge.

Additional research supports the theory that societal attitudes and gender roles have an impact on financial literacy. Research shows that girls and boys respond differently to economic issues and financial education. Research has consistently found gender differences in financial literacy that arise from a variety of factors, including quantitative skills and self-concept in financial matters. A comprehensive analysis by Lührmann, Serra-Garcia and Winter highlights that the type of teaching methods also has a decisive influence on these differences.

Overall, the study shows that early awareness of financial issues and the creation of a positive learning environment for all genders are crucial to increasing students' financial skills and achieving sustainable equality in education. Given the importance of economic education in an increasingly complex world, it is essential to address these challenges and thereby promote a more balanced distribution of economic knowledge in the long term.

For further information about the study and its results, please visit Time online and SpringerLink.