Why Does Jane Read and Write so Well? The Anomaly of Women's Achievement

Mickelson, Roslyn Arlin

doi:10.2307/2112823

Cited by 177 publications

(118 citation statements)

References 37 publications

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“…In general, the "good student" role is a more important part of girls' self-concepts than boys', and so they are more likely to be troubled by feedback that places this valued component of their self-concepts at risk. Boys are not unaffected by such feedback, but they are much more likely to reject or ignore it than to let it breed self-doubt (Correll 2001;Mickelson 1989;Wigfield and Eccles 2002). This pattern is the adolescent version of the common finding that the internalization (as opposed to externalization) of negative feedback is more likely to occur among individuals in relatively low-status positions in society, including women (Cast et al 1999;Yeung and Martin 2003).…”

Section: Gender and The Socially Constructed Selfmentioning

confidence: 96%

“…When this happens, they often react by disengaging from academic pursuits, avoiding more demanding coursework, and generally underperforming in school. In the end, these self-and otherperceptions, no matter how accurate or inaccurate their foundations, come true (Marsh et al 2005;Mickelson 1989;Seymour and Hewitt 1997;Wigfield and Eccles 2002). Although a general phenomenon, not all students react the same way.…”

Section: The Stakes Of Educationmentioning

confidence: 99%

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Gender, Self-Perception, and Academic Problems in High School

2007

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Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.Education is a high-stakes game in modern American society. How young people do in the educational system profoundly affects their transition to young adulthood (e.g., college matriculation, entry to the paid labor force), which, in turn, lays the foundation for adulthood, not just in terms of income but also in relation to health, marriage, and fertility (Jacobs 1996; Kingston et al. 2003;Schneider and Stevenson 1999). Given the tight coupling within these developmental sequelae, classwork, grades, and testing are more than just the mundane, everyday business of adolescence; they are building blocks of the entire life course (Shanahan 2000). Consequently, high school can entail great pressures for performance and conformity, so that any evidence of struggle signals to the self and to the world that one is just not measuring up. In this climate, problems in the learning process can change how young people view themselves and their abilities. These changes can then affect the academic trajectories that are so important to subsequent life course transitions, especially in social contexts in which the standards to which young people must measure up are particularly high (Correll 2001).Thus, schooling is a profoundly social psychological experience, where risks and rewards are predicated not just on innate abilities and skills but also on the self-concepts that young people Direct correspondence to: Robert Crosnoe, Department of Sociology and Population Research Center, University of Texas at Austin, 1 University Station A1700, Austin, TX 78712-1088. crosnoe@mail.la.utexas.edu. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website,...

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Section: Gender and The Socially Constructed Selfmentioning

confidence: 96%

Section: The Stakes Of Educationmentioning

confidence: 99%

Gender, Self-Perception, and Academic Problems in High School

2007

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“…From differential reference group theory (Mickelson, 1989), it is assumed that female students use other women as their reference. When girls in their adolescence observe that women's positions in the labour market have improved, this might augment girls' motivation to perform well in school.…”

Section: Hypothesesmentioning

confidence: 99%

Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries

Hek

Kraaykamp

Wolbers

2016

Educational Research and Evaluation

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Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male-female educational attainment, both over time and across countries. This study examines individual and contextual factors that affect educational attainment of men and women for cohorts born between 1950 and 1982 across 33 countries. Possible explanations for differentiation over time and across countries relate to women's labour market participation and an emancipatory normative climate, indicated by degree of religiosity. We employ multilevel models on data (N = 138,498) from 6 waves of the European Social Survey and the US General Social Survey (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012) to test our hypotheses. Results show that a higher level of female labour market participation in early adolescence improves women's performance in education, whereas high levels of religiosity during that phase negatively affect women's educational attainment.

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“…Generalizirajući različite međunarodne znanstvene spoznaje može se utvrditi da djevojčice postižu viša obrazovna postignuća iskazana školskim ocjenama, dok u slučajevima kada je obrazovno postignuće iskazano rezultatom na vanjskom vrednovanju spolne razlike ovise o ispitivanom području i dobi učenika (Duckworth i Seligman, 2006.). Od vrtića pa do visokoškolske razine učenice postižu viša obrazovna postignuća iskazana školskim ocjenama u svim predmetima, uključujući matematiku i prirodne znanosti (Mickelson, 1989.;Perkins, Kleiner, Roey i Brown, 2004.). U slučaju vanjskog vrednovanja situacija nije toliko jednoznačna, budući da različita međunarodna ispitivanja znanja, sposobnosti i vještina ukazuju da dječaci postižu više rezultate na standardiziranim ispitivanjima iz područja matematike, dok djevojčice postižu bolje obrazovne rezultate u ispitivanjima čitanja i jezika (Baker i Jones, 1993.;Beller i Gafni, 1996.;Galagher i Kaufman, 2005.;Marks, 2007. Rezultati meta analiza istraživanja spolnih razlika u standardiziranim provjerama znanja ukazuju da su razlike u obrazovnim postignućima na standardiziranim provjerama znanja i vještina relativno stabilne u razdoblju od 1960-ih do 1990-ih (Hedges i Nowell, 1995.).…”

Section: Spolne Razlike U Obrazovnom Postignućuunclassified