Title: Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy
Abstract: Research into the educational gender gap, tends to contrast girls’ achievement with boys ‘underachievement’. However, this approach tends to ignore the variety within each sex category, such as well-achieving boys and underachieving girls. To be able to consider both sides of the gender order in a continuous fashion, we employ the use of the concept of ‘gender identity’, which refers to the extent to which people feel ‘masculine’ or ‘feminine’ . This study examines the impact of gender identity on academic self-efficacy. Over 6000 7th grade students, clustered in 59 Flemish schools, completed a questionnaire. Using multilevel analysis, we expect a more ‘feminine’ gender identity to be associated with more conducive study processes, such as a higher academic self-efficacy. Similarly, we expect a more masculine gender identity to be related to less beneficial study processes, such as lower academic self-efficacy.
Publication Year: 2013
Publication Date: 2013-01-01
Language: en
Type: article
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