Ideally, yes. But there are exceptions. Girls might have menstrual cycle problems. Boys might be surprised about wet dreams.
When it comes to equal opportunities, a very emphatic yes.
In some other thread we were discussing the issue of differing interests of boys and girls and the reasons for them. For many natural and applied sciences we are seeing gender parity. On the other hand disparity seems to exist in certain fields such as studying foreign language (more women than men) and engineering (more men than women). In my opinion there are several reasons for this, but we can definitely exclude lack of ability. Many men are good at learning foreign languages and likewise many women are good at studying engineering. So to me the explanation for the disparities must be about something else.
Personally I think it has a lot to do with parenting and upbringing, perceived societal norms as well as our primary and secondary education systems. However, I think there’s also the factor of interest and I know not everyone might agree with this. More neurobiological research could allow us to get to the bottom of this. I think far more young women should consider to study engineering, not only natural and applied sciences which they already do. But despite all of our best efforts 50% female engineers might not be the result of this. The same for 50% men studying foreign languages.
I’ve searched the web and I found some US data for the year 1997
Bachelors in “foreign languages and literature” 71% women and 29% men
Bachelors in “engineering fields” 19% women and 81% men
It’d be interesting to get data from other countries as well. I’ve also found an article trying to find solution for the reduction of disparity for engineering. It seems to require a subscription but the abstract is available:
“Despite tremendous advances by women in the natural and applied sciences, where in selective fields women have surpassed men in the earning of doctoral degrees for more nearly 20 years, female enrollment levels in engineering continue to be a fraction of male enrollment. Gender disparities of more than 60% persist in undergraduate engineering enrollments and have recently worsened. As American female civil engineering enrollment has been flat for over 25 years, efforts must be taken to understand this stasis. This paper focuses primarily on secondary education preparation in terms of both attitudes toward and enrollment levels in preengineering courses such as calculus, chemistry, and physics. Additional consideration is given to enrollment and achievement in advanced placement courses, as reflected in national examination rates. This paper concludes that secondary school participation and achievement in physics courses is a critical differential factor as one explanatory element of female engineering enrollment levels and provides specific recommendations as to how to increase interest, enrollment, and achievement in physics, including the segregation of entry-level engineering courses based on previous experience.”
http://scitation.aip.org/getabs/servlet/GetabsServlet?prog=normal&id=JPEPE3000135000003000095000001