Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F26585499%3A_____%2F13%3A%230000011" target="_blank" >RIV/26585499:_____/13:#0000011 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/26138077:_____/14:#0000626

Výsledek na webu

<a href="http://dx.doi.org/10.1080/01425692.2013.874278" target="_blank" >http://dx.doi.org/10.1080/01425692.2013.874278</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/01425692.2013.874278" target="_blank" >10.1080/01425692.2013.874278</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools

Popis výsledku v původním jazyce

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International StudentAssessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondarygrammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings.

Název v anglickém jazyce

Are boys that bad? Gender gaps in measured skills, grades and aspirations in Czech elementary schools

Popis výsledku anglicky

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International StudentAssessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondarygrammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AO - Sociologie, demografie

OECD FORD obor

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Projekt

<a href="/cs/project/GCP404%2F12%2FJ006" target="_blank" >GCP404/12/J006: Vzdělanostní stratifikace na Taiwanu a v České republice: Dostupnost a heterogenita návratnosti vysokoškolského vzdělání</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

British Journal of Sociology of Education

ISSN

0142-5692

e-ISSN

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Svazek periodika

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Číslo periodika v rámci svazku

24 Feb 2014

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

25

Strana od-do

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Kód UT WoS článku

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EID výsledku v databázi Scopus

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