Showing posts with label gender_gap_in_school_performance. Show all posts
Showing posts with label gender_gap_in_school_performance. Show all posts

Tuesday, 9 April 2019

Why do girls outperform boys on reading tests around the world?

a post by Margriet Van Hek for the OUP blog


“Books in black wooden Bookcase” by Pixabay. CC0 via Pexels

All around the world, girls outperform boys on reading tests. Why is this? In and outside of academia, people have been concerned about girls’ under-performance in math, or more generally: STEM (Science, Technology, Engineering and Math). There have been fewer academic studies and media coverage about boys’ under-performance in reading. This is surprising, since it might offer an explanation for boys’ lagging educational attainment today.

Not too long ago, women were lower educated than men throughout the world. In the second half of the 20th century, the gender gap shrank until it reversed into a female-favorable gap around the 1990s in most Western countries. In most of the Western world, however, blue-collar jobs traditionally held by men are being transferred to developing countries. Since then, some policymakers have started to worry about boys’ underperformance in education.

One possible explanation for men’s lower educational attainment relates to boys’ language skills. In almost all OECD (Organisation for Economic Co-operation and Development partner) countries boys are less skilled readers and read less for enjoyment.

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Friday, 8 February 2013

Macho-man in school: Toward the role of gender role self-concepts and help seeking in school performance

an article by Ursula Kessels (Freie Universität Berlin, Germany) and Ricarda Steinmayr (University of Dortmund, Germany) published in Learning and Individual Differences Volume 23 (February 2013)

Abstract

This study seeks to understand boys’ lower academic success by analysing the relationship between sex, gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16.

Grades at two points in time, intelligence test data, help-seeking attitudes, gender role self-concept (including socially desirable and socially undesirable masculine and feminine traits) were assessed.

Controlling for intelligence, girls achieved better grades than boys.

Girls reported more positive attitudes towards help seeking than boys.

Positive femininity related positively, negative masculinity negatively, to help seeking.

Negative masculinity mediated the relation between sex and grades.

Mediation analyses focusing on change in school performance revealed that the influence of negative masculinity on boys’ impairment in grades was partly explained by negative attitudes toward seeking help.

Results are discussed with regard to the impact of a masculine gender role self-concept on academic help seeking.

Highlights

► Boys seek less help at school than girls.
► Masculinity is related to help seeking attitudes and grades.
► Masculinity mediates the relationship between sex and grades.
► Help seeking attitudes mediate the relationship between masculinity and grades.

Figures and tables from this article