GENDER DISPARITY IN LEARNING ACHIEVEMENTS IN HIGHER EDUCATION: INSIGHTS FROM A LITERATURE REVIEW

Abstract

This study has been intended to explore review based evidence on gender disparity in higher education achievements among students. This study has been based on a qualitative study and is exploratory in nature. It has been based on the published research documents on the subject, as mentioned above. Different published documents have been extracted from digital databases, including Web of Science, Google Scholar, Emerald Insight, SAGE, Springer Nature, Taylor & Francis, and other available databases at the university library. A total of 125 research documents have been extracted from the mentioned databases. The process of article extraction has been continued till the point of saturation. The inclusion criteria include a title that contains gender disparity in learning achievements and is published in a peer-reviewed journal. A thematic analysis has been used to present the data in the results and discussion section of the paper. The overall study concludes that gender inequality in the classroom, enrolment, and learning settings has effects on disparity in educational achievements. Consistently, the qualitative analysis asserts that accessible resources have effects on inequality in learning achievements among students at tertiary levels. Similarly, the study findings conclude that culturally relevant teaching materials, gender inequality in communication, and policy institutional support have effects on disparity in learning achievements.