The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings

Autor/inn/en	Robinson, Joseph Paul; Lubienski, Sarah Theule
Titel	The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings
Quelle	In: American Educational Research Journal, 48 (2011) 2, S.268-302 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210372249
Schlagwörter	Middle School Students; Females; Mathematics Achievement; Academic Achievement; Gender Differences; Achievement Gap; Reading Achievement; Elementary School Students; Age Differences; Cognitive Ability; Teacher Expectations of Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Geschlechterkonflikt; Leseleistung; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit
Abstract	Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; however, females throughout the distribution lose ground in elementary school and regain some in middle school. In reading, gaps favoring females generally narrow but widen among low-achieving students. However, teachers consistently rate females higher than males in both subjects, even when cognitive assessments suggest that males have an advantage. Implications for policy and further research are discussed. (Contains 9 notes, 2 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10