ERIC Number: ED028488
Record Type: RIE
Publication Date: 1967
Reference Count: 0
A Study to Determine Relations in Role Identity, Scholastic Aptitude, Achievement, and Non-Academic Factors among Male and Female Students. Final Report.
A study conducted by the U.S. Department of Health, Education and Welfare investigated the relationship between sex role identity and academic achievement. Freshmen and seniors from nine rural Wisconsin high schools completed instruments which measured sex-role identity, self-expectations, self-concepts of ability and educational levels. Results indicated: (1) that while subjects' sex role identities were more in the emergent direction (i.e. a blending of tranditional male and female behaviors) they still viewed appropriate male and female behaviors along traditional lines (i.e. the rugged, unemotional male; the warm, understanding female); (2) that with movement to a more traditional sex-role identity, boys experienced decreased academic success; the opposite was true for girls. It was concluded that schools are "feminine institutions," supporting traditional feminine roles: girls succeed because they conform to these roles; boys, in rebelling against them and trying to prove their masculinity, do not do as well in their studies. It was suggested that schools foster more emergent sex roles since they are more conducive to academic success. (LS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison.