Factors leading to differences in the school performance of boys and girls

Stephen A. Richardson, Helene Koller, Mindy Joy Katz

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Literature supporting the finding that boys do not fare as well in school performance during the first few years of school is reviewed, and possible reasons for this pattern are presented. These reasons are categorized as biological (e.g., X-linkage of intellectual traits) and social (e.g., sex-role training is more stringent for boys than for girls, and parents may place more pressure on boys for academic achievement). Social factors are presented in light of the rapid social change that has been taking place in the carrying out of adult sex roles and whether this has filtered down to changes in the sex-role training in the socialization of children. Pediatricians should be aware of whether school problems are occurring for both boys and girls, and their responses to such problems may differ, depending on the child's sex.

Original languageEnglish (US)
Pages (from-to)49-55
Number of pages7
JournalJournal of Developmental and Behavioral Pediatrics
Volume7
Issue number1
StatePublished - 1986

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Socialization
Social Change
Parents
Pressure
Pediatricians
Sociological Factors

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Psychiatry and Mental health
  • Developmental and Educational Psychology
  • Behavioral Neuroscience
  • Psychology(all)

Cite this

Factors leading to differences in the school performance of boys and girls. / Richardson, Stephen A.; Koller, Helene; Katz, Mindy Joy.

In: Journal of Developmental and Behavioral Pediatrics, Vol. 7, No. 1, 1986, p. 49-55.

Research output: Contribution to journalArticle

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