Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education

Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education This study examined the effect of gender socialization on kindergarten grades using data from the Early Childhood Longitudinal Study- Kindergarten Cohort. The sample consisted of 6,394 children (3,177 girls; 3,217 boys) from across the United States. MANOVA and follow-up tests revealed that both boys and girls tend to participate in gender-typed activities. Girls are more likely to have positive school attitudes and exhibit positive social behavior; boys are more likely to have negative school attitudes. Regression analyses indicated that participation in “female” activities and positive social behavior positively affect grades; participation in “male” activities has no direct effect. Positive attitudes positively affect the grades of girls; negative attitudes negatively affect the grades of boys. Teacher evaluation practices are also considered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education

Sex Roles , Volume 65 (4) – Jun 7, 2011
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Publisher
Springer US
Copyright
Copyright © 2011 by Springer Science+Business Media, LLC
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-011-0016-3
Publisher site
See Article on Publisher Site

Abstract

This study examined the effect of gender socialization on kindergarten grades using data from the Early Childhood Longitudinal Study- Kindergarten Cohort. The sample consisted of 6,394 children (3,177 girls; 3,217 boys) from across the United States. MANOVA and follow-up tests revealed that both boys and girls tend to participate in gender-typed activities. Girls are more likely to have positive school attitudes and exhibit positive social behavior; boys are more likely to have negative school attitudes. Regression analyses indicated that participation in “female” activities and positive social behavior positively affect grades; participation in “male” activities has no direct effect. Positive attitudes positively affect the grades of girls; negative attitudes negatively affect the grades of boys. Teacher evaluation practices are also considered.

Journal

Sex RolesSpringer Journals

Published: Jun 7, 2011

References

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