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ERIC Number: EJ1048975
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
Gendered Habitus and Gender Differences in Academic Achievement
Edgerton, Jason; Peter, Tracey; Roberts, Lance
Alberta Journal of Educational Research, v60 n1 p182-212 Spr 2014
Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class" variant construct, it has been argued subsequently that habitus is also conditioned by gender socialization, and so may also be characterized by significant gender differences. Working with multilevel Canadian data from the linked PISA-YITS surveys, this study investigates gender differences in a Bourdieu derived "structure-disposition-practice" model of academic achievement. For the most part gender differences in the model are modest, but several significant differences are evident: the boys outscore the girls in math and science while the girls excel in reading, students' socioeconomic stats (SES) has a relatively stronger effect on the girls' academic achievement than on the boys' achievement, while students' habitus affects the boys' academic achievement more strongly than the girls' achievement. Finally, the average SES of the schools' students attend affects both the boys' and the girls' academic achievement, but this effect is stronger for the boys, and the effect of the boys' habitus on their academic achievement diminishes slightly as the average SES of the schools they attend increases; no such contextual interaction was evident for the girls. Overall, the results suggest that habitus and the "structure-disposition-practice" model may still offer a worthwhile contribution to our understanding of gender differences in educational and occupational outcomes, and indeed, merit further empirical investigation.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada