Gender Differences In Educational Outcomes Research Articles

Understanding Gender Approach to Educational Achievement:

There is a known gender gap in higher education where female students have different learning outcomes at school and university levels. This study explores the perspective of a gender model approach to educational achievement in terms of the thoughts of outstanding students in several universities in Aceh Province. Through data analysis of the interview data of 400 exceptional participants to hear their perceptions about their learning progress. Gender differences in educational outcomes are related to gender differences in non-cognitive traits of education, such as behavior, interests, motivation, personalization, consistency, and external support; However, causal interpretation of the interview evidence and literature review has concluded our research by determining which factors are most decisive for female student achievement as a gender approach model. Thought in solving policy approaches can help close this gender gap, and this finding shows how gender-based policies can close it. The results of this study are expected to be a meaningful input for developing studies for researchers, academic discussion, and policy-making to support female students' academic achievement in higher education institutions. The achievements obtained will be a model for women to increase their capacity as social workers.

Gender differences in educational outcomes and the effect of family background: A comparative perspective from East Asia

There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.

Out-of-School Use of Time and Its Association with Gender Differences in Educational Outcomes

Recent gender literature has highlighted that boys and girls devote their out-of-school time in dissimilar ways, which may differentially influence their academic achievement. Furthermore, this literature indicates that these gender differences may be rooted in society’s gender stereotypes when using this time. To analyse this issue we employ longitudinal and census data for the Spanish region of Andalusia, making use of recent methodological innovations in the Oaxaca-Blinder gender decomposition technique. Our results have shown that girls outperform boys in reading, whereas boys get better grades in mathematics. We also found that there are no significant gender differences in the educational returns on time devoted to homework and that the gender differences in the time devoted to watching television and in the time devoted to playing video games and computer games narrow the female advantage in reading and widen the male advantage in mathematics.

Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?

Boys earn lower grades in languages than girls. The expectancy-value model by Eccles etal. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M=17years; 58% female) and 374 parents (age M=47years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equationmodelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females.

How gender differences in academic engagement relate to students’ gender identity

Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls, yet tend to show higher competence in school subjects related to mathematics. While such differences in competence between the genders can be relatively small, they coincide with much greater differences in motivation-related variables emerging during the school years, and thus seem to channel students into lifelong gendered pathways via gendered educational and occupational preferences.Purpose: From a psychological perspective, we propose the Interests as Identity Regulation Model (IIRM) as a useful tool for understanding many of the gender differences in educational outcomes. Specifically, the focus is on two areas of research: girls’ and women’s under-representation in subjects such as maths and science; and boys’ lower engagement at school in general.Sources of evidence: Findings from recent research, mostly from a psychological perspective using quantitative measures and empirical studies testing the IIRM, are reported to illustrate different aspects of the interplay between students’ gender identity and gendered social meanings of academic domains (such as maths), as well as academic engagement in general.Main argument: IIRM suggests that the perceived fit between students’ gender identity and the gendered social meanings associated with different possible behaviours at school (e.g. choosing a subject, investing effort or not) is a relevant heuristic for students’ directing of their learning activities. The male stereotyping of maths and science implies a greater misfit between girls’ gender identity and engagement in these domains. The perception that displaying effort and engagement at school is feminine leads to a misfit between boys’ gender identity and academic engagement in general.Conclusions: Attempts to alleviate gender differences in educational outcomes that channel students into lifelong gendered pathways with regard to qualifications and occupations will benefit from an understanding of how closely these academic choices are related to students’ gender identity. Interventions should aim at enhancing the individually perceived fit between a student’s gender identity and engagement in specific subjects or learning activities. The nature of such interventions will be an important topic of future research.

Women and forced migration in Serbia

This article focuses on the impact of forced migration on women from the republics of former Yugoslavia in Serbia. It gives some back?ground on refugee movements and continuity and change in women character?istics and needs after two decades of displacement. As one of the vulnerable groups recognized by UNHCR, women and especially elderly women are facing distinct economic and social problems. This research offers insight into gender differences in educational outcomes, the labor market and primary income sources of forced migrants in Serbia. Women who had families, single parent families and widows who are particularly vulnerable are briefly discussed in order to improve assistance and programs servicing the needs of female forced migrants.

Gender analysis of educational support programs for OVC in Uganda and Tanzania: are they helping girls in secondary school?

Gender plays an important role in education as most traditional societies give preference to boys over girls when it comes to educational opportunity. Increasing access to education for girls is important to the health and well-being of the individual, their future children, families, and communities. The objective of this paper is to understand the gender differences in educational outcomes for orphans and vulnerable children (OVC) attending secondary schools in Uganda and Tanzania. The study employed a four-year, retrospective record review utilizing both qualitative and quantitative methodologies. A total of 5738 student records were collected as part of the study. Students were grouped as “ever supported” OVC (receiving educational support from either a block grant or scholarship program during their secondary school education), “never supported OVC” (OVC students who did not receive any educational support), and “nonOVC students” (students identified by the school as neither orphaned nor vulnerable). Results of the study indicate that investment in secondary school education for OVC in Uganda and Tanzania can make a difference in educational outcomes, both for boys and girls. Although there was no gender difference in absenteeism or dropout rate among students those who received educational support, stark differences were found in secondary school Year IV national examination pass rates with girls significantly less likely to pass compared to boys. The disparity in secondary school learning achievement between male and female students is of concern and warrants further investigation.