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ERIC Number: EJ1051418
Record Type: Journal
Publication Date: 2014-Jun
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0012-1649
Are Schools Shortchanging Boys or Girls? The Answer Rests on Methods and Assumptions: Reply to Card (2014) and Penner (2014)
Robinson-Cimpian, Joseph P.; Lubienski, Sarah Theule; Ganley, Colleen M.; Copur-Gencturk, Yasemin
Developmental Psychology, v50 n6 p1840-1844 Jun 2014
Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the material, teachers tend to rate girls as "less" proficient in math than boys (Study 1). Moreover, this underrating of girls' proficiency appeared to contribute substantially to a widening gender gap in early elementary school (Study 2). In this response, we use the thoughtful comments of Card (2014) and Penner (2014) as a springboard for discussing the methodologies and assumptions of some of the most recent research using nationally representative data to explore gender inequities. In the process, we shed light on how recent works using the same data reach different conclusions. We also make recommendations regarding the use of such data for understanding the development of the gender gap and for designing effective interventions.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080147; R305B100017