Gender Differences in Academic Performance at Unam

This article analyzes the academic trajectories of more than 39.000 undergraduate students in the Universidad Nacional Autonoma de Mexico (UNAM) (National Autonomous University of Mexico). In the search for differences, we demonstrate that some socio-economic factors have a differentiated impact in the academic performance of women and men. analysis is assisted with computational intelligence techniques implemented in ViBlioSOM, a software system developed by our team. This informatics tool allowed us to automate some phases of the study, generating and analyzing cartographies or knowledge maps. which visually represent the processed information of five student cohorts. We validate our methodology verifying the effect of known factors of academic performance and then use it to discover new ones that are also associated with differences. Introduction Access to education as well as the increase of female participation in elementary and high school levels has become a priority on the worldwide agenda, as can well be deduced from The Development Millennium Goals. This 1990 report from the conference Education for All (EFA), held in Jomtien, Thailand, addressed concerns of discrimination and educational inequity that persists between men and women in Third World countries. A decade later, the EFA's 2002 Global Monitoring Report presented an encouraging, but not yet satisfactory, panorama when stating that gender equality is possible, but it is still far from being the global norm (Rihani, 2006). More recently, in 2009, the EFA recognized that it had been unable to totally fulfill its goal of eliminating disparity in elementary school and high school levels in 2005 as it had committed to do, and now restates its commitment to do so by 2015 (UNESCO, 2007). desire to achieve equality becomes obvious in the Universal Declaration of Human Rights, the UNESCO convention related to the Struggle against Discrimination in the Educational Sphere (1960), and the International Pact for Economic, Social and Cultural Rights (1966), and it is confirmed once again in the Declaration of the World Conference on Higher Education (CMES) as the ruling principle: every person is entitled to have access to university or college education. This right, to which every person is entitled, regardless of gender, was set as an established goal for the year 2010. In this last declaration, it was established that the goal for 2010 would be to increase, by a specific percentage for each country, the access to education to all persons ranging between 18 and 24 years of age, which is equivalent to an increase of at least 30 percent of the number of people who had access to higher education at the moment of this encounter (UNESCO, 1998). Today, it has been calculated that 54 percent of young people living in member countries of the Organization for Economic Co-Operation and Development (OECD) will have access to university or college-level educational programs, supposing that the entry rates maintain the same pattern that have shown up until now. Even if the trend in most countries is a notable increase of students who are the first generation of their families to have access to Type A (university level), post-secondary education, in Mexico only 30 percent of its youth will attain this access to college or university education, and that with a 69 percent completion rate. (1) common tendency in the past five years indicates a slight increase but still keeps us far from achieving the proposed 2010 goal proposed by the CMES, as can be seen in the following graphic. [FIGURE 1 OMITTED] Although access to higher education in Mexico is one of the lowest, followed by Turkey, the proportion in which both men and women enter college or university education is similar, which shows a relative progress of sorts. This tendency manifests itself when comparing the educational profile of today's 25-year-old adult population with the 65-year-old generation in which 18 percent of men studied college or university careers, while only 12 percent of women did so. …

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