NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170501
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0924-3453
Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices
van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben
School Effectiveness and School Improvement, v29 n1 p1-21 2018
Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools' application of well-rounded assessment methods, influenced girls' and boys' reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls' and decreased boys' reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school's advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A