TY - JOUR
T1 - Who is most responsible for gender differences in scholastic achievements
T2 - Pupils or teachers?
AU - Klein, Joseph
PY - 2004/6
Y1 - 2004/6
N2 - The disparities between the scholastic achievements of girls and boys have been attributed to biological and sociological factors. The present study investigated the validity of these explanations in a multi-variable situation similar to field conditions. Achievement scores of 3446 pupils in the 5th through 11th grades, half girls and half boys, were sampled. The study controlled for teacher gender, teacher seniority, teachers' tendency to assign high or low grades, ratings of pupils' behaviour, pupil age, class size, disciplinary areas (humanities or sciences), test type (multiple-choice or open-question) and school size. Findings indicated that most of the variance in achievement was due to teacher gender, whereas the influence of pupil gender was small. These results support sociological theories about gender and cast doubt on biological explanations. In addition, this study of multiple situational variables contributes to clarification of the controversy about the relationship between class size and levels of academic achievement.
AB - The disparities between the scholastic achievements of girls and boys have been attributed to biological and sociological factors. The present study investigated the validity of these explanations in a multi-variable situation similar to field conditions. Achievement scores of 3446 pupils in the 5th through 11th grades, half girls and half boys, were sampled. The study controlled for teacher gender, teacher seniority, teachers' tendency to assign high or low grades, ratings of pupils' behaviour, pupil age, class size, disciplinary areas (humanities or sciences), test type (multiple-choice or open-question) and school size. Findings indicated that most of the variance in achievement was due to teacher gender, whereas the influence of pupil gender was small. These results support sociological theories about gender and cast doubt on biological explanations. In addition, this study of multiple situational variables contributes to clarification of the controversy about the relationship between class size and levels of academic achievement.
KW - Pupil gender
KW - Scholastic achievement
KW - Teacher gender
UR - http://www.scopus.com/inward/record.url?scp=3042609737&partnerID=8YFLogxK
U2 - 10.1080/0013188042000222458
DO - 10.1080/0013188042000222458
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AN - SCOPUS:3042609737
SN - 0013-1881
VL - 46
SP - 183
EP - 193
JO - Educational Research
JF - Educational Research
IS - 2
ER -