EXPLORING GENDER-BASED DISSIMILARITIES IN EDUCATIONAL OUTCOMES AT THE TERTIARY LEVEL: A REVIEW OF EXISTING LITERATURE

Abstract

This paper attempts to explore gender-based dissimilarities in educational outcomes at the tertiary level using a review of existing literature. 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 Google Scholar, Emerald Insight, Taylor & Francis, SAGE, Web of Science, Springer Nature, and other available databases at the academic library of the university. A total of 135 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 study findings assert, based on the existing body of literature, that gender disparities in various educational dimensions expressly affect learning achievements at tertiary levels. Similarly, the study also reveals that the presence of a supportive classroom environment and disparities have been linked to the residential backgrounds of the students, which also play an essential role in shaping learning achievements. Likewise, the study stresses the significance of educational resources, teaching resources based on indigenous culture, unbiased communication practices, vigorous policy, and institutional support in addressing learning inequalities