Gender Differences and High Attainment
Gender Differences and High Attainment
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性别差异和高成就
DOI：
10.1080/01411920301854
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发表时间：
2003
影响因子：
2.3
通讯作者：
T. Tinklin
中科院分区：
文献类型：
--
作者：
T. Tinklin
最近对提高学习成绩的强调，把注意力集中在学校学习成绩水平的“性别差距”上。这篇文章使用了苏格兰离校者调查的数据，研究了与高成就相关的因素，并询问这些因素在男性和女性之间是否存在差异。两性之间的社会优势和高成就之间建立了牢固的关系。没有证据表明男性和女性在16至18岁之间的进展率有差异。唯一能解释性别成就差异的因素是，有证据表明女孩比男孩更认真地对待学校。这支持了女孩和男孩经历不同同伴压力的理论，这些压力会影响他们的学业成绩。在研究文献中，其他因素也被证明会影响性别表现差异。影响性别差异的因素在所有学校都同样存在，这表明更广泛的文化因素在造成性别差异方面也有影响。
Recent emphasis on raising attainment has focused attention onto the 'gender gap' in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences.