Equity in Education: The Relationship between the Sex-Typed Nature of the School Climate and Sex Differences in Student Achievement
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Date
1980-07-21
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Previous theory and research suggest that the sex-typed definitions
of school, the student role, and various subjects are important influences
on sex differences in students' achievements and aspirations. Building
on this work the current project will investigate how the sex-typed
nature of the school, specifically the sex ratio in the professional
staff and student body, affect sex differences in students' grades,
achievement in various subjects, and adult aspirations. The sex-typed
definitions of learning within the general culture and individual
characteristics such as social class and attitudes toward school are
also known to influence sex differences. Measures of these variables
will then be controlled in the analysis. To provide the widest variation
in the measures, data from an extensive cross-cultural study of achievement
will be used. A follow-up study within the United States is planned.
That study will examine how classroom interactions vary with the sex-typed
nature of the school and classroom and thus affect sex differences in
achievement.
Description
22 pages
Keywords
sex ratio, inequity, adult aspirations