"Girls Have More of an Educational Brain": A Qualitative Exploration of the Gender Gap in Educational Attainment among Black Bermudian Adolescents

Autor/in	Jethwani, Monique M.
Titel	"Girls Have More of an Educational Brain": A Qualitative Exploration of the Gender Gap in Educational Attainment among Black Bermudian Adolescents
Quelle	In: Journal of Adolescent Research, 30 (2015) 3, S.335-364 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558414564596
Schlagwörter	Foreign Countries; Achievement Gap; Gender Differences; Educational Attainment; Blacks; Adolescents; High School Students; Semi Structured Interviews; Discipline Problems; Sex Stereotypes; Qualitative Research; Bermuda + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Black person; Schwarzer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung
Abstract	Although Black boys throughout the African diaspora are dropping out of high school in alarming rates, little is known about how educational identity and attainment is shaped by the intersection of race and gender in the high school environment. Utilizing an ecological and intersectionality theoretical lens, this study draws on data gleaned from semistructured interviews with Black male and female adolescents in their first year at a public high school in Bermuda (N = 35, mean age = 14.3). Findings indicated that the girls committed twice as many disciplinary infractions as the boys. However, girls' disciplinary problems were less likely to interfere with their academic performance because they were perceived, by both boys and girls, to be more educationally focused, better behaved, and they were more likely to seek out social-emotional support when needed. This study contributes to our understanding of the higher drop-out rates among men of African descent and points to the important role that gender stereotypes and school-based adults play in determining educational identity and attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01