CfU’s Associate Professor Karen Egedal Andreasen is currently doing research which challenges the belief that modern pedagogical methods are the primary cause of gender disparities in academic performance. She has penned a piece in Altinget where she notes that when looking into examinations from the 1930s, the much debated trend of girls outperforming boys in especially the humanities is not a new phenomenon. Rather, nearly a century ago, girls obtained better grades in many language-related subjects, whereas boys had slightly better grades than girls in Math. These results are not dissimilar to those we see today. This goes against the often touted argumenta in the public debate that solely attributes the difference to modern teaching or the rise in female teachers. This nuanced understanding calls for a broader approach to addressing gender differences in education – and suggests historical perspectives might offer relevant insights.