This paper reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. It highlights the importance of understanding gender differences in cognitive and non-cognitive abilities in early childhood, the structure and practices of schooling, and the intersectionality of gender with race, ethnicity, class, and immigrant status. The paper discusses the historical shift in gender inequalities in education, noting that while girls have historically performed better in school, women have not necessarily achieved higher educational attainment compared to men. However, in recent decades, women have surpassed men in college enrollment and completion in most industrialized societies. The paper also examines gender differences in academic performance, including test scores, grades, and behaviors related to school success. It explores the role of family resources, parental involvement, and gender stereotypes in shaping educational outcomes. The paper also discusses the impact of institutional factors such as changes in gender roles, labor market dynamics, and educational institutions on gender inequalities in education. Finally, the paper suggests directions for future research, including the need to examine gender differences in early childhood experiences, the causal influences of parental and teacher perceptions and behaviors on children, and the impact of changes in college costs and financial aid on men and women. The paper concludes that understanding the complex nature of gender inequalities in education requires interdisciplinary research and a focus on the intersectionality of gender with other social factors.This paper reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. It highlights the importance of understanding gender differences in cognitive and non-cognitive abilities in early childhood, the structure and practices of schooling, and the intersectionality of gender with race, ethnicity, class, and immigrant status. The paper discusses the historical shift in gender inequalities in education, noting that while girls have historically performed better in school, women have not necessarily achieved higher educational attainment compared to men. However, in recent decades, women have surpassed men in college enrollment and completion in most industrialized societies. The paper also examines gender differences in academic performance, including test scores, grades, and behaviors related to school success. It explores the role of family resources, parental involvement, and gender stereotypes in shaping educational outcomes. The paper also discusses the impact of institutional factors such as changes in gender roles, labor market dynamics, and educational institutions on gender inequalities in education. Finally, the paper suggests directions for future research, including the need to examine gender differences in early childhood experiences, the causal influences of parental and teacher perceptions and behaviors on children, and the impact of changes in college costs and financial aid on men and women. The paper concludes that understanding the complex nature of gender inequalities in education requires interdisciplinary research and a focus on the intersectionality of gender with other social factors.