Gender Differences in School Achievement: A Within-Class Perspective

Autor/inn/en	Cahan, Sorel; Barneron, Meir; Kassim, Suhad
Titel	Gender Differences in School Achievement: A Within-Class Perspective
Quelle	In: International Studies in Sociology of Education, 24 (2014) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2014.895132
Schlagwörter	Gender Differences; Academic Achievement; Grade 5; Elementary School Students; Foreign Countries; Scores; Classroom Environment; Educational Environment; School Culture; Achievement Tests; Student Characteristics; Racial Differences; Ethnicity; Religious Factors; Socioeconomic Status; Parents; Educational Attainment; Sex Stereotypes; Teacher Characteristics; Class Size; Arabs; Jews; Asians; Whites; Muslims; Student Records; Databases; Statistical Analysis; Institutional Characteristics; Israel + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Eltern; Bildungsabschluss; Bildungsgut; Klassengröße; Arab; Araber; Jew; Jude; Jüdin; Juden; Asian; Asiat; Asiatin; Asiaten; Asiate; White; Weißer; Muslim; Muslimin; Schülerakte; Datenbank; Statistische Analyse
Abstract	Relying on the results of the achievement tests in mathematics, science, native language (Hebrew/Arabic) and English, administered to 1430 5th-grade co-educational classes in Israel, this study examines the between-class variability of the within-class mean score gender differences and its class and school correlates. The four main results of the study are: (1) remarkable between-test stability of the within-class gender gap; (2) considerable variability of the within-class gender gap, in terms of both sign and magnitude, found for each of the four tests: children studying in different classes are exposed to different, sometimes quite opposite, gender differences and this variability is effectively masked by the aggregate-level analyses typically reported in the literature; (3) the lion's share of the variability of the within-class gender gap lies within, rather than between schools; and (4) the relative frequency of within-class gender gaps favouring boys is positively related to school-level characteristics, which qualify as positive indicators of the school's quality and negatively to class size. The within- and between-sector (Arab vs. Jewish) components of this relation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10