Reducing the Math and Language Arts Gender Gaps in Elementary School Students through Gender Integration

Autor/inn/en	Xiao, Sonya Xinyue; Martin, Carol Lynn; Fabes, Richard A.; Oswalt, Krista; Hanish, Laura D.; DeLay, Dawn
Titel	Reducing the Math and Language Arts Gender Gaps in Elementary School Students through Gender Integration
Quelle	(2023), (51 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiao, Sonya Xinyue) ORCID (Martin, Carol Lynn) ORCID (Fabes, Richard A.) ORCID (Hanish, Laura D.) ORCID (DeLay, Dawn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Language Arts; Achievement Gap; Gender Differences; Elementary School Students; Academic Achievement; Peer Relationship; Cooperative Learning; Cognitive Processes; Psychological Patterns; Grade 3; Grade 4; Grade 5; Public Schools + Suchen Sie Ihr Suchwort? Mathematische Bildung; Sprachkultur; Geschlechterkonflikt; Schulleistung; Peer-Beziehungen; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule
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 hypothesized relation. Participants were 884 3rd to 5th graders (51.1% boys; M[subscript age] = 9.04 years, SD = 0.90; 47.2% White, 37% Latinx). 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 a malleable condition, 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. [This paper will be published in "Learning and Individual Differences."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01