In Bangladesh, a notable shift has been observed in the academic performance of students in Secondary School Certificate (SSC) examinations. Historically, boys held a slight edge over girls until 2016, but the trend has since reversed. Starting from 2017, girls have consistently surpassed boys in performance. By 2021, girls achieved a pass rate of 94.50 percent, outperforming boys who scored 92.69 percent. Notably, girls also secured approximately 103,500 GPA-5 awards, while boys received 79,762, showcasing a significant disparity of nearly 24,000 top achievers. These statistics indicate a significant change in academic achievement dynamics and gender roles within the secondary education sector.
The phenomenon of girls outperforming boys in education is not exclusive to Bangladesh but is a global trend. A study suggests that one contributing factor is the lower academic expectations parents often have for boys compared to girls. Boys are frequently pressured to contribute to family income from an early age, a responsibility not equally emphasized for girls. In rural areas, boys witness male relatives earning money through non-academic means, leading them to prioritize earning over education. This mindset shift results in boys being less focused on academic pursuits and more inclined towards seeking immediate financial opportunities.
A case study in Abdullapur village, Kishoreganj, exemplifies this trend. A 16-year-old boy named Rahim dropped out of school despite his family’s financial stability due to his perception of formal education’s lack of value. Rahim’s aspirations align more with income generation through migration, influenced by societal expectations that prioritize earning over learning. This scenario highlights a broader issue where boys opt for income-centric goals over academic success, reflecting the societal and economic pressures impacting their educational performance.
The trend of boys underperforming academically begins early in the education system. The Annual Primary School Statistics (APSS) 2024 report revealed a rising primary school dropout rate, particularly affecting boys disproportionately. The data suggests that as students progress through school, the dropout rates increase, indicating the challenges many students face as they advance in their education journey. This trend further hampers boys’ academic performance at higher levels.
Research in Khulna identified parental guidance as a significant factor positively correlated with academic success. In many South Asian families, including those in Bangladesh, sons are often expected to be independent and self-reliant, leading parents to assume they require less academic support. This assumption may hinder boys’ academic progress compared to girls, who are generally more self-disciplined and motivated to excel in their studies.
Moreover, research indicates that excessive smartphone usage among adolescents adversely affects academic performance, particularly in boys who tend to spend more time on digital entertainment activities. This behavior detracts from academic engagement and study time, contributing to a decline in academic achievement.
In the context of Bangladesh, where a significant percentage of primary school teachers are women, the lack of male role models in education can impact boys’ academic motivation. Studies suggest that male teachers serve as positive influences, especially for boys lacking male figures at home. This highlights the importance of providing educational role models that boys can relate to, particularly in communities with single-parent households or low-income backgrounds.
Addressing the multifaceted causes of boys’ academic underperformance requires targeted interventions at the secondary level. Strategies such as increasing the number of male teachers, implementing male mentorship programs, enhancing parental involvement, and fostering self-discipline through reward systems can help improve boys’ academic engagement and performance.
In conclusion, to address the trend of boys’ underperformance in education, a gender-responsive approach is necessary. Efforts should focus on reshaping societal perceptions of education, success, and masculinity to ensure that boys are equally supported, engaged, and valued within the education system.