Eriksson K, Lindvall J. Cultural variation in the SES-gender interaction in student achievement.
Front Psychol 2023;
14:1120211. [PMID:
37794911 PMCID:
PMC10547582 DOI:
10.3389/fpsyg.2023.1120211]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Accepted: 08/31/2023] [Indexed: 10/06/2023] Open
Abstract
Introduction
Is the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies.
Methods
We estimated the SES-gender interaction in 36 countries using data from two international large-scale assessments (PIRLS and TIMSS). The degree of gender equality was measured by the Global Gender Gap Index.
Results
Consistent with the hypothesis, the SES-gender interaction was stronger in societies with less gender equality.
Discussion
Our findings suggest that cultural factors determine how the socioeconomic achievement gap differs between boys and girls.
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