Reducing the math and language arts gender gaps in elementary school students through gender integration

Abstract

Math and English Language Arts (ELA) are two major areas that continue to show gender achievement gaps in U.S. students. Given the importance of peer relations in academic success, the degree of gender integration in classrooms in early elementary school may shift student interest and performance to lessen these gender gaps. We tested the hypothesis that Gender Integration (GI; i.e., when students perceive that boys and girls work cooperatively in a classroom) would positively impact students' math and ELA-related outcomes. Further, we examined both cognitive and affective processes underlying this relation. Participants were 884 3rd to 5th graders (51.1 % boys; Mage = 9.04 years, SD = 0.90; 47.2 % White, 37 % Latine). Over the course of an academic year (fall, winter, and spring), we gathered student and teacher data. Path analyses showed that fall GI directly predicted greater spring ELA but not math achievement. Further, academic beliefs significantly mediated math achievement for girls and ELA achievement for boys. Because GI is malleable, the findings highlighted the importance of promoting GI early in students' educational environments as a way to promote both girls' and boys' educational beliefs and achievement.