Abstract
A total of 1151 children from indigenous Quechua-speaking families residing in squatter settlements of the city and in two remote rural environments in Peru was given a battery of 16 tests of academic achievement and cognitive abilities. The former tests assessed reading and mathematics achievement and the latter tapped a broad range of cognitive functions. Children were enrolled in first, second, or third grade or did not attend school. “Younger” children were from 6 to 8 years old, and “older” children were from 9 to 12 years old. Large differences in cognitive functioning were associated with attendance at school, grade in school, age, and urban-rural residence. Gender was found to account for less than 5% of the variance in children's performance on cognitive and academic tasks. Gender effects appeared to decline with increased amount of schooling. This was reflected in interactions involving gender and schooling and in a greater number of significant gender effects for children who did not attend school or were in first grade. The results present a complicated picture of various interactional effects of task, location, age, and schooling on the detected gender differences in cognitive abilities and academic achievement.
Highlights
Background variables Gender variables GenderVisual Memory Memory for Pairs Memory for Location N's 0.4* 0.9** 0.5* 0.6* 1,7*** 3.1"** 1.8"**
The design of this study allowed us to examine gender differences related to schooling versus nonschooling, amount of schooling, location, and chronological age
In terms of gender differences, the general tendency was for boys in Lima and Andahuaylas to obtain scores slightly higher than those of girls, or for the scores of boys and girls to be nearly identical
Summary
The purpose of the present report is to extend our knowledge by analyzing gender differences among schooled and nonschooled children from several different environments with a battery of tasks that covered a broad spectrum of cognitive abilities
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