Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade: A Longitudinal Study
- 1 February 1984
- journal article
- research article
- Published by SAGE Publications in Psychological Reports
- Vol. 54 (1) , 23-27
- https://doi.org/10.2466/pr0.1984.54.1.23
Abstract
This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of achievement. Bases for sex differences are described in terms of classroom socialization patterns and teachers' interaction with children.This publication has 4 references indexed in Scilit:
- Learning what's taught: Sex differences in instruction.Journal of Educational Psychology, 1979
- Sex of Teacher and Academic Achievement: A Review of ResearchThe Elementary School Journal, 1976
- The Relative Importance of the Subtests of the Metropolitan Readiness Test in the Prediction of First Grade Reading and Arithmetic Achievement CriteriaThe Journal of Psychology, 1974
- Male and Female Teachers in Elementary Schools: An Ecological AnalysisTeachers College Record: the Voice of Scholarship in Education, 1973