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ERIC Number: ED426038
Record Type: Non-Journal
Publication Date: 1998-Apr-15
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender and Social Studies Learning in the 8th, 10th, and 12th Grades.
Chapin, June R.
This study describes how a large longitudinal database, National Education Longitudinal Study of 1988, was used to identify gender differences in social studies achievement in 8th, 10th, and 12th grades. There were more males in the high scoring category for all grade levels. There were also more males in the low scoring category in the 8th and 10th grades. Unexpectedly, the achievement gap from the 8th to the 12th grade did not increase for high scoring females. Gender differences were investigated for students' views and their reported practices in social studies classrooms: looking forward to, anxiety about social studies, perceived usefulness, being challenged in social studies, working hard almost every day in social studies, being in an accelerated program, time spent on homework, reading scores, extracurricular activities, self-esteem measures, and locus of control measures. Eighth grade males reported more participation in history clubs and appeared to hold more positive views about social studies but there were exceptions. Females on all grade levels had higher reading scores and a higher reported participation in student government and community service. Socioeconomic status for both females and males influenced text scores on all grade levels. Other variables showed mixed patterns with many differences of gender in the ethnic/racial groups. More research is needed on tracking, course work taken, and teacher practices to explain gender differences. (Contains 25 tables.) (Author/EH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A