Gender Equity in Success at School

The Gender Gap in Language Achievement: The Role of School-Related Attitudes of Class Groups

“…Nowadays, girls not only have narrowed the math gap, but they also earn higher grades, do better in national exams, receive more academic honors than boys, and continue to excel on reading and writing tests (Cole, 1997;Gorard, Rees, & Salisbury, 2001;Kleinfeld, 1999;Yates, 1997). The emergence of a new gender gap is an international phenomenon, as it has been demonstrated in numerous countries such as the Australia, Canada, France, Germany, Japan, New Zealand, The Netherlands, UK, and the USA (Sutherland, 1999). Because of our interest in the underachievement of boys and because the underachievement of boys is more apparent in language than in other academic disciplines (Burgess, McConnell, Propper, & Wilson, 2004), our focus in the present study was on gender differences in language achievement.…”

Tracking and the effects of school‐related attitudes on the language achievement of boys and girls

“…Girls achieve better in verbal reading and writing tests, and these differences seem to be universal as they are found in different countries (Kleinfeld, 1999;Sutherland, 1999; Organisation for Economic Co-operation and Development, 2003). Different explanations have been offered to explain the underachievement of boys in languages.…”

Effects of Gender, Education, and Age upon Leaders’ Use of Influence Tactics and Full Range Leadership Behaviors

“…Demographic variables such as gender, age, and educa tional level have been used to predict many behaviors, including effectiveness (Eagly, Karau, & Makhijani, 1995;Thompson, 2000), communication style (Kirtley & Weaver, 1999), decision making (Ganzel, 1999;Radecki & Jaccard, 1996), productivity (Kovar & Overdorf, 1995;Wilson & Hossain, 1999), participation (Itzhaky & York, 2000;O'Connor, 1996;Williamson, 2000), confl ict style (Chusmir &Mills, 1989;Duane, 1989; P. S. Sorenson, Hawkins, & R. L. Sorenson, 1995), success (Blank & Levesque, 1993;Chusmir & Parker, 1992;Sutherland, 1999), and power (Jenkins, 2000;Lips, 2000). Although a great deal of research has concerned the relationship between leadership and gender, few researchers have explored the relationship between leadership and age, and fewer still the relationship between leadership and educational level.…”