Schools as a Relatively Standardizing Institution: The Case of Gender Gaps in Cognitive Skills

Autor/inn/en	Downey, Douglas B.; Kuhfeld, Megan; van Hek, Margriet
Titel	Schools as a Relatively Standardizing Institution: The Case of Gender Gaps in Cognitive Skills
Quelle	In: Sociology of Education, 95 (2022) 2, S.89-109 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Downey, Douglas B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407211070319
Schlagwörter	Achievement Gap; Gender Differences; Cognitive Ability; Mathematics Achievement; Reading Achievement; Reading Skills; Mathematics Skills; Socioeconomic Status; Kindergarten; Elementary School Students; Middle School Students; Grade 8; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Racial Differences; Ethnicity; Vacations; Early Childhood Longitudinal Survey; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Reading skill; Lesefertigkeit; Mathematics ability; Socio-economic status; Sozioökonomischer Status; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Rassenunterschied; Ethnizität; Holidays; Ferien
Abstract	Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps in cognitive skills. We compare how gender gaps in math and reading change when children are in school versus out (in the summer) among over 900,000 U.S. children. We find that girls learn faster than boys when school is out (in both reading and math), but this advantage is completely eliminated when school is in session. Compared to the family environment, schools act as a relatively standardizing institution, producing more similar gendered patterns in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01