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Gender differences in scholastic achievement: a meta-analysis.

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A meta-analysis reveals a consistent female advantage in school marks across various subjects and educational levels. This finding challenges recent claims of a "boy crisis" in academic achievement, highlighting a stable gender difference in grading.

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Area of Science:

  • Educational Psychology
  • Gender Studies
  • Meta-Analysis

Background:

  • A consistent female advantage in school marks is observed across subjects, contrasting with achievement test results.
  • Previous research has raised questions about quantifying these gender differences and identifying moderating variables.

Purpose of the Study:

  • To quantify gender differences in teacher-assigned school marks through a comprehensive meta-analysis.
  • To identify moderator variables influencing the female advantage in academic grading.
  • To examine the temporal stability of the female advantage in marks, addressing the
  • boy crisis
  • narrative.

Main Methods:

  • A multilevel meta-analysis of 502 effect sizes from 369 samples, encompassing educational levels from elementary to graduate school.
  • Mixed-effects meta-analytic models were employed to analyze subject-specific differences.
  • Moderator analyses investigated variables such as source of marks, nationality, and sample demographics.

Main Results:

  • A small but statistically significant overall female advantage in school marks was found (mean d = 0.225).
  • The female advantage was largest in language courses and smallest in mathematics courses.
  • Significant moderators included source of marks, nationality, and sample composition (racial and gender).
  • The female advantage in marks remained stable over time, unaffected by publication year.

Conclusions:

  • A stable female advantage in school marks exists across educational levels and subjects.
  • The magnitude of this advantage varies by subject matter and is influenced by several moderator variables.
  • The findings do not support the notion of a recent
  • boy crisis
  • in school achievement, indicating a persistent gender difference in grading.