Boys’ educational status debated in Iceland amidst gender dynamics and academic performance concerns

The debate surrounding the status of boys in the education system has resurfaced, particularly in light of a report published by the ministries of education and children, as well as higher education and industry. Experts express that the discussion remains entrenched in outdated perspectives, primarily reflecting a gender binary of boys versus girls.

Emeritus Professor Ingólfur Ásgeir Jóhannesson from the University of Iceland remarks that the discourse often misrepresents the situation, suggesting boys are punished for girls’ academic successes. He argues that the notion that girls performing better in school diminishes boys’ achievements is misleading, asserting that increasing female enrollment in higher education has coincided with rising male participation. However, the growth rate of male enrollment has not been as rapid.

Regarding the presence of male role models in the education sector, Ingólfur critiques this idea as overly simplistic. He highlights that teacher demographics in primary schools have remained steady, with a greater need to support both teachers and young women entering the profession. He insists that male educators typically prioritize teaching motivation over merely being role models.

Laufey Axelsdóttir, a recent doctoral graduate in gender studies from the University of Iceland, supports these viewpoints by emphasizing that boys are not receiving equal attention in school due to perceived feminist influences. She notes that various social factors—such as class background and residence—should be considered when assessing children’s educational status.

The report points out that nearly 47% of boys lack basic competencies in reading comprehension, compared to about 32% of girls. There is a recognition that educational disparities exist, and a call for a nuanced understanding of the factors at play, such as societal expectations and occupational choices tied to gender norms.