Sex Differences in the Perception of Academic Achievement Among Elementary School Children

Clark, Edward T.

doi:10.1080/00223980.1967.10544925

Cited by 6 publications

(8 citation statements)

References 1 publication

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“…This is in agreement with the earlier observations [1][2][3][4][5]. Yet, the test performances of girls and boys in linguistic skills did not differ from each other, except in the morphological test, where girls outscored boys significantly.…”

Section: Discussionsupporting

confidence: 82%

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Gender and Teachers’ Rating of Linguistic Skills among Second-Grade Schoolchildren

Luotonen

Uhari²,

Uhari³

et al. 1998

Folia Phoniatr Logop

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The aim of the study was to evaluate the possible differences in linguistic skills and school achievement between girls and boys. In a nation-wide study, the achievement of 1,936 second-grade Finnish girls and boys was appraised according to the teachers’ rating. The results were compared with the linguistic test performance of 364 pupils from the nearby area. The mean rates of girls in writing, reading, oral performance and attention were significantly higher than those of boys as evaluated by the teachers (p < 0.01). Also, the risk of boys to be below the median in their achievement rates compared with girls was higher (risk ratios 1.3–1.6, 95% confidence intervals 1.2–1.7, p < 0.01). In multiple regression analysis where birth order, duration of nursery day care, number of otitis media episodes and parental education were controlled for, male gender proved to be a risk factor for linguistic skills as graded by the teachers. Yet, performance in linguistic tests did not support the superiority of girls in linguistic skills. Professionals taking care of linguistic problems in children should be aware that teachers’ evaluations are influenced by the gender of the pupil.

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Section: Discussionsupporting

confidence: 82%

“…Girls have been shown to outscore boys in linguistic skills, at school age especially in reading and writing [1][2][3][4]. By puberty, males begin to excel in mathematical reasoning and they maintain this advantage into high school and beyond [5].…”

Section: Introductionmentioning

confidence: 99%

Gender and Teachers’ Rating of Linguistic Skills among Second-Grade Schoolchildren

Luotonen

Uhari²,

Uhari³

et al. 1998

Folia Phoniatr Logop

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“…The trend of females outperforming males is not restricted to kindergarten, but is apparent within high schools (Freeman, 2004). Early research by Clark (1967), reports that females outperform males in all subjects, but that by junior high school, males establish a superiority in Mathematics and Science. Others, without specifically limiting their considerations to Mathematics and Science, suggest that for a long time, females have attained higher grades in school than males (see Younger et al, 1999).…”

Section: Gender and Education Performancementioning

confidence: 99%

Achievement in education - a study of senior high school achievement results based on genderv

Bentley¹,

Sieben²

2022

IJRP

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Gender inequality is a global issue. Although it is more commonly discussed in the context of social affordances, it is also prevalent in education. A secondary data analysis is used to interrogate differences in gender achievement using publicly available English and Mathematics data from 2012 to 2019. The study focuses on students studying in their final two years of schooling in government schools in South Australia, Australia. The paper considers both historical and international perspectives, and analyzes the publicly available senior secondary assessment data for South Australia, one of Australia's major educational jurisdictions. While data regarding achievement in gender-related differences in schooling remains contested, findings from this study suggest that, in the South Australian context, girls are outperforming boys in both Mathematics and English subjects.

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“…However, the change in relative rates of educational attainment has been both long-lasting and far-reaching, which leads us to believe that these reasons would not have been sufficient to stop the gender beliefs about students from transforming along with the changes. 8 Other scholarship during this time suggested that while girls strived for academic success more than boys in elementary school, this pattern reversed in higher grades as boys realize the importance of education for their future success (Clark 1967;Kagan 1964:158-59).…”

Section: Schooling Across the 20th Centurymentioning

confidence: 99%

“…9 But see historical scholarship by Clark (1967) and Kagan (1964:158-59), who suggest that academical success in elementary school (but not necessarily in later grades) was historically seen as feminine. 10 Some scholarship also treats competence as a component of agency; however, we follow Ridgeway (2011:168-69) and others in maintaining these as distinct, although correlated, ways of defining masculinity.…”

Section: Socio-behavioral Skills and Problem Behaviors Across The 20 mentioning

confidence: 99%

School, Studying, and Smarts: Gender Stereotypes and Education Across 80 Years of American Print Media, 1930-2009

Boutyline¹,

Arseniev-Koehler²,

Cornell³

2020

Preprint

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Gender stereotypes have important consequences for boys’ and girls’ academic outcomes. In this article, we apply computational word embeddings to a 200-million-word corpus of American print media (1930-2009) to examine how these stereotypes changed as women’s educational attainment caught up with and eventually surpassed men’s. This transformation presents a rare opportunity to observe how stereotypes change alongside the reversal of an important pattern of stratification. We track six stereotypes that prior work has linked to academic outcomes. Our results suggest that stereotypes of socio-behavioral skills and problem behaviors—attributes closely tied to the core stereotypical distinction between women as communal and men as agentic—remained unchanged. The other four stereotypes, however, became increasingly gender-polarized: as women’s academic attainment increased, school and studying gained increasingly feminine associations, whereas both intelligence and unintelligence gained increasingly masculine ones. Unexpectedly, we observe that trends in the gender associations of intelligence and studying are near-perfect mirror opposites, suggesting that they may be connected. Overall, the changes we observe appear consistent with contemporary theoretical accounts of the gender system that argue that it persists partly because surface stereotypes shift to reinterpret social change in terms of a durable hierarchical distinction between men and women.

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Sex Differences in the Perception of Academic Achievement Among Elementary School Children

Cited by 6 publications

References 1 publication

Gender and Teachers’ Rating of Linguistic Skills among Second-Grade Schoolchildren

Gender and Teachers’ Rating of Linguistic Skills among Second-Grade Schoolchildren

Achievement in education - a study of senior high school achievement results based on genderv

School, Studying, and Smarts: Gender Stereotypes and Education Across 80 Years of American Print Media, 1930-2009

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