Core Viewpoint - The article discusses the increasing gender disparity in higher education enrollment in China, particularly highlighting the growing number of female students in universities compared to male students, which reflects broader societal and educational issues [3][4][5]. Summary by Sections Gender Enrollment Trends - In 2022, female students accounted for 63.1% of new enrollments in undergraduate programs, with 299.9 million females compared to 175.6 million males [9][10]. - The enrollment of female students in undergraduate programs has significantly increased since 2011, with females receiving 99.3% of the additional 124.3 million spots created from 2010 to 2022 [10]. Regional Disparities - Certain provinces exhibit even more pronounced gender disparities, such as Yunnan, where 81.7% of new undergraduate students were female in 2022 [15]. - In Henan, females made up 70.4% of new enrollments in ordinary undergraduate programs, while in vocational programs, the female enrollment was only 44.3% [16]. Factors Contributing to Gender Disparity - The article identifies several factors contributing to the widening gender gap in education, including family educational attitudes, with many rural families placing less emphasis on boys' academic performance [5][20]. - Boys from left-behind families often lack motivation and are more susceptible to distractions, such as mobile phone usage, which affects their academic performance [20][21]. Recommendations for Improvement - Suggestions include changing educational policies to better support male students, such as delaying their school entry by one year to allow for better development [21]. - There is a call for a more comprehensive evaluation system in schools that considers various skills beyond academic performance, which may better align with boys' developmental characteristics [21].

近几年，在调研走访广西多地县城高中时，广西崇左市高级中学（下称"崇左高中"）副校长、全国 人大代表黄花春发现，当地男女升学差距正逐渐扩大。 她观察到，十五年前，在广西县城的示范性高中或重点高中里，女生数量约占学生数的1/4至1/3， 此后这一占比快速上升，如今已达到3/4；而在录取分数更低的非示范性高中或职业高中，男生仍 占多数。这种分化也导致广西本科院校新生的男女比例差距逐步拉大。 在崇左高中，过去十年新生的男女比例差距同样不断扩大。目前， 学校理科班的女生占比已超过 50%， 部分 男生宿舍被调整为女生宿舍。 作为广西示范性高中，崇左高中每年本科率保持在96% —98%，一本率在12%—16%之间。 本科院校新生中男性占比超过50%的情况，上一次出现还是在 2009年。从2011年开始，本科院校新生中女性占比整体呈上 升趋势。2022年，本科院校新生中女生为299.9万人，男生 为175.6万人。尤其值得注意的是，近些年本科院校扩招的名 额，绝大多数被女生获得。 作者：田进 封图：图虫创意 部分省份的男女升学差距更为明显。 2022年，云南、广西、河南三地普通本科院校新生中，女生 占比分别达到81.7%、 ...

Core Insights - The gender gap in education, particularly in college admissions, is widening in regions like Guangxi, with female students increasingly outnumbering male students in higher education institutions [1][2][5] - The phenomenon of "boy crisis" is being observed, where boys from rural areas show less motivation for academic achievement compared to girls, influenced by family dynamics and societal expectations [2][12] Group 1: Gender Disparity in Education - In Guangxi, the proportion of female students in high schools has risen from about 25-33% fifteen years ago to 75% today, while boys dominate in lower-tier schools [1] - Nationally, the percentage of female students in undergraduate programs has increased from around 50% before 2010 to 63.1% in 2022 [1][5] - In 2022, female students accounted for 81.7% of new admissions in Yunnan, 73.3% in Guangxi, and 70.4% in Henan, contrasting with Beijing and Shanghai where the figures were 51% and 54.3% respectively [2][9] Group 2: Factors Contributing to Gender Disparity - Many boys from rural areas are left under-educated due to "left-behind" family structures, where grandparents often prioritize boys' education less than girls' [2][12] - The educational evaluation system, which focuses heavily on academic performance, may disadvantage boys who typically exhibit different strengths [7][14] - The reliance on mobile devices among boys, often encouraged by family members, further detracts from their academic focus [13] Group 3: Recommendations for Addressing the Gender Gap - Experts suggest changing family education perspectives to emphasize the importance of academic achievement for boys [12] - Recommendations include delaying boys' school entry by one year to allow for better emotional and social development [13] - A call for a more holistic evaluation system in schools that considers various aspects of student development beyond just academic performance [14]