Are Boys That Bad? Gender Gaps in Measured Skills, Grades and Aspirations in Czech Elementary Schools

Autor/inn/en	Mateju, Petr; Smith, Michael L.
Titel	Are Boys That Bad? Gender Gaps in Measured Skills, Grades and Aspirations in Czech Elementary Schools
Quelle	In: British Journal of Sociology of Education, 36 (2015) 6, S.871-895 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.874278
Schlagwörter	Foreign Countries; Gender Differences; Grade 9; Elementary School Students; Males; Females; Grades (Scholastic); Language Arts; Mathematics Achievement; Academic Aspiration; Secondary Education; Postsecondary Education; Equal Education; Achievement Gap; Academic Achievement; Hypothesis Testing; Surveys; Coding; Reading Skills; Mathematics Skills; Czech Republic; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; Male; Männliches Geschlecht; Weibliches Geschlecht; Notenspiegel; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Schulleistung; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung; Codierung; Programmierung; Reading skill; Lesefertigkeit; Mathematics ability; Tschechische Republik
Abstract	This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondary grammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01