Making the grade but feeling distressed: Gender differences in academic performance and internal distress.

Abstract

There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into adolescence. Girls outperformed boys across all 4 subjects but were also more prone to internal distress than boys were. Girls doing poorly in school were the most vulnerable to internal distress. However, even girls doing well in school were more vulnerable than boys were.

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

“…The analyses confirmed a gender gap in academic achievement (Pomerantz, Altermatt, & Saxon, 2002;Statistics Norway, 2013a) in our North Norwegian sample. Female students had a higher GPA than male students.…”

Sex differences in math performance: The role of children's approach to schoolwork.

“…Previous work has shown that girls may receive better grades than boys but at the same time may be more vulnerable to internal distress (e.g., Pomerantz et al, 2002). Notably, the same factors may contribute to both enhanced grades and heightened internal distress for girls.…”

“…tions to the contrary, girls also receive equal or higher grades than do boys in stereotypically masculine subject areas, such as math and science (e.g., American College Testing Program, 1997;Jacobs, 1991;Pomerantz et al, 2002; for reviews, see American Association of University Women, 1999;Dwyer & Johnson, 1997;Kimball, 1989). Hence, in terms of grades, girls outperform boys in both stereotypically feminine and masculine areas.…”

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

“…In many countries, it is true throughout primary, secondary school, and even in college years (e.g., Epstein, Elwood, Jey, & Maw, 1998;Mau & Lynn, 2001;Perkins, Kleiner, Roey, & Brown, 2004;Pomerantz, Alterman, & Saxon, 2002;Van Houtte, 2004;Willingham & Cole, 1997;Wong, Lam, & Ho, 2002). Although women are still underrepresented in science and mathematics (Ceci, Williams, & Barnett, 2009), they compose nearly 60% of the university student populations in many developed countries (Johnson, 2008).…”