Education today is increasingly being feminized with girls accounting for the large majority of the student population at all levels. This feminization is happening not only in terms of number of girls but also in terms of performance. The present paper reports on a comparative study that looked into the differences between girls’ achievements and boys’ achievements in high education. More specifically, the paper explores gender differences in written linguistic proficiency by analysing a sample of high school students’ pieces of writing in English.
This paper was published within the framework of the ‘’ Gender, Identities and Education’’ conference which was organized by hhe Sultan Moulay Slimane University of Beni Mellal, Morocco.
This platform is part of the Axis 1 "Strengthening the capacities of equality actors" of the Priority Solidarity Fund "Women for the future in the Mediterranean" funded by the French Ministry of Europe and Foreign Affairs and led by the European Institute of the Mediterranean, in the framework of the project “Developing Women's Empowerment” labelled by the Union for the Mediterranean.