ERIC Number: ED333325
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Sex Differences in Verbal and Science Performance for Students from One-Parent Families: Further Tests of Economic and Behavioral Explanations of a Small Effect.
Mulkey, Lynn M.; Morton, Peter J.
This investigation revives direct impact explanations of single-parent effects on student performance by further disagreggation by sex of the student. The effect of living in a single-parent household on the standardized test scores of students was estimated separately for males and females through analyses of data from the High School and Beyond national survey. Results showed that most of the negative effect of mother-absence continued to be absorbed by the introduction of the additional independent variables; however, in cases involving father-absence, the introduction of the control variables left the direct effect of father-absence with a positive coeffiecient, in some cases highly significant. Additionally, it was found that the science test scores of girls and the vocabulary test scores of boys tended to "benefit" most from the direct impact of father-absence. It appears that higher science scores for girls may be accounted for by traditional sex-role stereotypes being least reinforced for girls living with their mothers as contrasted to girls living with their fathers or two parents. Surprisingly, the effect of economic variables contributed very little to these regressions. Taken together, these findings contribute additional documentation of how living with one parent is associated with student outcomes. Of equal importance, this research yields a fuller understanding of those conditions which are virtually unaffected by living with one parent. (Author/LLL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A