Literature Review | PSYC FPX 4600 Assessment 4 The mediating role of personality: Personality and Individual Differences

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.

The Economics of Gender and Educational Achievement: Stylized Facts and Causal | PSYC FPX 4600 Assessment 4

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.

The Relationship Between Gender and Academic Success Online

Yu, (2021) investigated the effects of gender on academic performance in online learning courses. Their study, which included 959 education majors from a Texas institution, sought to investigate the link between final grades and gender via the perspective of social identity theory. The researchers defined social identity theory as “that part of an individual’s self-concept which derives from his knowledge of his membership in a social group (or groups), together with the value and emotional significance attached to that membership” (Yu, 2021). This approach contributed to understanding variations in academic accomplishment between men and women in online education environments since social identity impacts self-perception and academic behavior. 

Baji, (2020) found that aspects of a student’s identity, specifically gender, have a major impact on the creation and accomplishment of academic objectives. The researchers used ANCOVA to evaluate demographic and academic data and studied how gender correlated with academic achievement. Their findings revealed that the interaction between gender and academic success was more robust among lower-performing students, implying that gender-related issues may have a bigger influence on individuals who struggle academically. This emphasizes the significance of gender identity for addressing academic differences in online education environments.

Influences of Gender on Academic Achievement

Stewart-Williams & Halsey, (2021) investigated the causes behind women’s underrepresentation in STEM areas, concluding that IQ or aptitude is not a determining factor. They point out that thorough research shows no difference between men and women in arithmetic and language ability. Despite girls performed similarly to boys in math and scientific courses, the researchers discovered that women have a lesser degree of interest in these areas during their junior and senior years. To address this, the researchers recommend developing treatments that make math and science careers more enticing to high-achieving young women, rather than focusing just on academic achievement.