Gender and its Effect on Academic Achievement: Research Report This assessment (PSYC FPX 4600 Assessment 4 Research Report) aims to investigate a high school in Northern California to see how differences between genders in academic performance play out.

Gender and its Effect on Academic Achievement: Research Report

This assessment (PSYC FPX 4600 Assessment 4 Research Report) aims to investigate a high school in Northern California to see how differences between genders in academic performance play out. The purpose was to examine the factors contributing to differences in classroom performance between boys and girls. To test the hypothesis that there is a disparity in gender in academic performance, demographic data on gender and final grades was collected.

A chi-square test was then used to see if there were any statistically significant differences between the observed academic performance and the predicted results for both genders. The study’s statistical technique attempts to determine if the observed performance differences are consistent with previous research and provide fresh insights into the gender gap in academic success.

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The mediating role of personality: Personality and Individual Differences

Stokes et al. (2019) did research to determine how personality variables influence the association between gender and academic success. The study included 351 adolescents aged 14 to 18 and used the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) and the School Life Survey (SLS) to measure their personality traits. The researchers discovered that “lack of restraint” strongly moderated the association between gender and academic success, indicating that this personality characteristic had a role in the observed discrepancies. There were no significant variations in aggression across genders. These findings offer important insights into the role of personality in explaining why boys and girls perform differently in academic contexts.

Gender and Educational Achievement

Hadjar et al. (2024) suggest that “gender-typical behavioral and interest patterns” arise early in infancy as a result of gendered socialization (p. 118). Notably, boys are more commonly diagnosed with learning disabilities and begin primary school later than girls. This trend becomes significant in educational institutions that push kids on career-defining paths at a young age, frequently before their full potential is realized. The researchers contend that boys are disproportionately assigned to lower secondary tracks due to early inadequacies that do not represent their true skills. These findings prompt educators to consider how early administrative choices might have long-term consequences for students’ academic and professional achievements.

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Evidence

Hoff et al. (2024) investigate two significant gender disparities: girls frequently exceed males in school attainment but prefer specialties that lead to lower-paying employment. Their research looks at “gender differences in non-cognitive traits, behavior, and interests” as potential drivers of these gaps (Hoff et al., 2024). They identify assertiveness as a behavioral attribute that contributes to the formation of these gaps. The paper closes by advocating policy measures to address the issue, arguing that interventions targeting non-cognitive qualities might help reduce gender differences in school and job success.