Ethnicity and Gender Gaps in Early Childhood

Autor/inn/en	Hansen, Kirstine; Jones, Elizabeth M.
Titel	Ethnicity and Gender Gaps in Early Childhood
Quelle	In: British Educational Research Journal, 37 (2011) 6, S.973-991 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.515018
Schlagwörter	Ethnicity; Achievement Gap; Academic Achievement; Program Effectiveness; Gender Differences; Educational Policy; Underachievement; Role; Young Children; Foreign Countries; Trend Analysis; Educational Trends; Blacks; Immigrants; White Students; Teacher Attitudes; Intelligence Tests; Bangladesh; Pakistan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnizität; Schulleistung; Geschlechterkonflikt; Politics of education; Bildungspolitik; Performance deficiency; Leistungsschwäche; Rollen; Frühe Kindheit; Ausland; Trendanalyse; Bildungsentwicklung; Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Intelligence test; Intelligenztest; Bangladesch
Abstract	Gender differences in academic performance and achievement have been of policy concern for decades--both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher-rated assessments than for the survey-administered tests. (Contains 5 notes, 2 tables, and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10