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  3. Of the world’s 774m illiterate adults two-thirds are women, a share that has remained unchanged for the past two decades. But gi

Of the world’s 774m illiterate adults two-thirds are women, a share that has remained unchanged for the past two decades. But gi

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问题     Of the world’s 774m illiterate adults two-thirds are women, a share that has remained unchanged for the past two decades. But girls everywhere are beginning to catch up. Across the emerging world, 78% of them are now at primary school, an only slightly smaller proportion than boys (82%). At secondary level enrolment remains lower and girls are further behind, but things are getting better there too.
    The big surprise of the past few decades has been women’s huge advance into tertiary education. Across rich countries the share of those aged over 25 who have had some form of higher education is now 33% , against 28% of men in the same age group. Even in many developing regions they make up a majority of students in higher education.
    It is too soon to feel sorry for men. Although women now earn more first degrees, they mostly still get fewer PhDs, and if they stay on in academia they are promoted more slowly than men. Many of them are put off by the way the academic promotion system works, explains Lotte Bailyn, a professor at MIT Sloan School of Management. To get ahead, young hopefuls have to put in a huge amount of time and effort just when many women start to think about having a family, so they do not apply for senior posts. Ms Bailyn approvingly notes the recent decision by America’s National Science Foundation, which funds a big chunk of the universities’ basic research, to allow grant recipients to take a break.
    Crucially, women’s lead at first-degree level does not so far seem to have translated into better job opportunities. In a paper published earlier this year Ina Ganguli of Harvard’s Kennedy School of Government concluded that the achievement of educational parity is a "cheque in the mail" that may presage more women joining the labor force, but lots of other factors—such as cultural attitudes and the availability of child care—also play a part. On its own, educational parity—even superiority—is not enough.
    Women may not be helping themselves by concentrating heavily on subjects that set them apart from men. In rich countries they account for over 70% of degrees in humanities and health, whereas the vast majority of degrees in mathematics and engineering go to men. Women with humanities degrees are less likely to be in demand for jobs in high-tech industries, which tend to pay well. At postgraduate level the gap between subjects gets even bigger. And on MBA courses, the classic avenue to senior corporate jobs, women make up only about a third of the students.
    Such differences between males and females show up quite early in life, but not nearly big enough to explain the huge differences in the choice of subject at university level. The OECD’s PISA researchers conclude that the choices have little to do with ability and may well be influenced by ingrained stereotypes. That would help to explain why they vary so much from country to country. In Japan women are awarded only 11% of all degrees in engineering, manufacturing and construction; in Indonesia their share is exactly half.  
The article mentions the following gaps between male and female in education over rich countries except that______.
选项 A、less females receive PhD degrees than males
B、female scholars are promoted more slowly than their male colleagues
C、men and woman are not equally paid for the same job
D、women tend to focus on majors with less appealing payment prospects
答案C
解析 发达国家男女在教育方面的差异主要包括，[A]女性获得博士学位的人数比男性少(第三段)；[B]女性学者晋升速度比男性慢(第三段)；[D]女性选择的专业往往薪资前景不好(第五段)“In rich countries they account for over 70％ of degrees in humanities and health…Women with humanities degrees are less likely to be in demand for jobs in high—tech industries，which tend to pay well”。只有[C]答案同工不同酬的问题文中没有提及。
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