Gender Inequalities in Education

Gender Inequalities in Education The terrain of gender inequalities in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course, achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in postsecondary education, college completion, and graduate and professional school experiences. We recommend three directions for future research: ( a ) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, ( b ) research on the structure and practices of schooling, and ( c ) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annual Review of Sociology Annual Reviews

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Publisher
Annual Reviews
Copyright
Copyright © 2008 by Annual Reviews. All rights reserved
ISSN
0360-0572
eISSN
1545-2115
D.O.I.
10.1146/annurev.soc.34.040507.134719
Publisher site
See Article on Publisher Site

Abstract

The terrain of gender inequalities in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course, achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in postsecondary education, college completion, and graduate and professional school experiences. We recommend three directions for future research: ( a ) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, ( b ) research on the structure and practices of schooling, and ( c ) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities.

Journal

Annual Review of SociologyAnnual Reviews

Published: Aug 11, 2008

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