Achievements and Aspirations among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Kfir, Drora

doi:10.2307/1163081

Cited by 6 publications

(10 citation statements)

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“…Lewy (1983) reports the Israeli results obtained in the Second International Mathematics Study. His findings support the trends observed by Kfir (1988). A small difference in favour of boys exists already in grade 8 (age 13) but the gap widens at age 17.…”

Section: Schooling and Sex Differences In Israelsupporting

confidence: 80%

“…In general, by grade 8 or 9 Israeli girls have more positive attitudes towards school and achieve as well or better than boys (Kfir, 1988). Although by grade 12 9, 10 9, 10 9, 10 7, 9, 10 7, 9, 10 12 7,9,11 7,9, 11 11 5,7, 9, 11 5,7, 9, 11 Mayer & Tamir, 1972Tamir, 1972Tamir & Hamo, 1980Tamir & Hamo, 1980 Silberstein & Tamir, 1981Tamir, 1972 it + + Tamir, 1985a + + Tamir, 1988 All the differences are statistically significant p<0-05; (+) males higher, (-) females higher, (=) equal.…”

Section: Discussionmentioning

confidence: 98%

“…However, female students are more interested in a broad education, and their achievement motivation is less instrumental than that of the male students (Shapira & Etzioni Halevy, 1973). Kfir (1988) found that despite the identical starting-point (age 13) in objective academic achievement of both girls and boys, and despite the higher school marks earned by girls at that age, as well as in high school, it is the boys who show superior academic achievement at age 17-18. They are also the ones who aspire more to higher education and prestigious professions.…”

Section: Schooling and Sex Differences In Israelmentioning

confidence: 93%

See 2 more Smart Citations

Sex Differences in Science Education in Israel: an analysis of 15 years of research

Friedler

Tamir

1990

Research in Science & Technological Education

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Section: Schooling and Sex Differences In Israelsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 98%

Section: Schooling and Sex Differences In Israelmentioning

confidence: 93%

See 1 more Smart Citation

Sex Differences in Science Education in Israel: an analysis of 15 years of research

Friedler

Tamir

1990

Research in Science & Technological Education

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“…Though the evidence is not conclusive, it appears that girls have a better chance than boys of being placed in higher ability grouping (Kfir, 1988;Jones, Vanfossen, & Ensminger, 1995) and in the more promising academic tracks in high school (Kfir, 1988;Resh, 1998). They are, however, less able to accede to the most prestigious scientific track (Ayalon, 1995).…”

Section: Allocation Of Learning Placesmentioning

confidence: 93%

Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods

et al. 2006

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This article argues that there are distinct spheres of justice within education and examines a range of justice norms and distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify the following five areas: the right to education, the allocation of (or selection into) learning places, teaching-learning practices, teachers' treatment of students, and student evaluations of grade distribution. We discuss the literature on the beliefs by students and teachers about the just distribution of educational goods in these five domains, and on the practices used in the actual allocation of these goods. In line with normative 'spheres of justice' arguments in social theory, we conclude that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover, these ideals often do not correspond with the practices that actually guide resource distribution in education, which may go some way toward explaining explicit or latent conflicts in this sphere.

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“…8 However, evidence suggest that girls are getting better grades in school, even in mathematics and science (e.g., Cole 1997, in the US;Kfir 1988;Jasso and Resh 2002, in Israel;Resh and Dalberg 2007, in Israel and Germany).…”

Section: Gendermentioning

confidence: 99%

Sense of justice about grades in school: is it stratified like academic achievement?

Resh

2010

Soc Psychol Educ

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Education is a distinct "sphere of justice" where resources and rewards (educational 'goods') are being constantly distributed, and the fairness of their allocation is being evaluated, eliciting a sense of justice or injustice among the evaluators. A sense of (in)justice is a subjective perception of an individual that the reward s/he receives (actual reward) does not match the reward s/he thinks s/he deserves (just reward). This study investigates students' sense of (in)justice about grades in school, focusing on two questions: (a) What is the level (intensity) of sense of injustice in three subjects: language, mathematics, science (b) Are students' sense of (in)justice stratified by gender and SES, similar to the well known stratification of academic achievement? The study was carried out in Israel in conjunction with PISA international assessment in a national sample of 165 high schools among 4,500 15 year old students.

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Achievements and Aspirations among Boys and Girls in High School: A Comparison of Two Israeli Ethnic Groups

Cited by 6 publications

References 0 publications

Sex Differences in Science Education in Israel: an analysis of 15 years of research

Sex Differences in Science Education in Israel: an analysis of 15 years of research

Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods

Sense of justice about grades in school: is it stratified like academic achievement?

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