Do more effective schools succeed in reducing the gender gap in linguistic communicative competence in a bilingual context? (¿Consiguen los centros más eficaces reducir la brecha de género en competencia comunicativa lingüística en un contexto bilingüe?)
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| Title: | Do more effective schools succeed in reducing the gender gap in linguistic communicative competence in a bilingual context? (¿Consiguen los centros más eficaces reducir la brecha de género en competencia comunicativa lingüística en un contexto bilingüe?) |
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| Authors: | Intxausti-Intxausti, Nahia1 (AUTHOR) nahia.intxausti@ehu.eus, Rodríguez-Miguel, Sandra1 (AUTHOR), Aierbe-Barandiaran, Ana1 (AUTHOR) |
| Source: | Culture & Education / Cultura y Educación. Oct2023, Vol. 35 Issue 3, p699-734. 36p. |
| Subject Terms: | *Communicative competence, *Linguistic context, *Gender inequality, Basque language, Gender role, Mann Whitney U Test, Spanish language |
| Geographic Terms: | País Vasco (Spain) |
| Abstract (English): | The study aims to determine whether schools in the Autonomous Community of the Basque Country (ACBC) succeed in reducing gender differences in Spanish and Basque language achievement in accordance with their effectiveness level. The study was based on a census sample (30,148 girls/32,000 boys) encompassing all students in grade four of primary (9–10 years) who had completed Diagnostic Assessments (DAs) on three different occasions. We used a quantitative methodology. Mann-Whitney U and Kruskal-Wallis tests were performed to compare the scores obtained for language competence by students from schools with high and low effectiveness levels, as well as to compare boys' and girls' mean scores and scores across different years. The results reveal that, on average, girls scored lower than boys for language competence in Spanish and higher than boys for language competence in Basque, regardless of their school's effectiveness. These findings suggest that although most studies report that women score higher than men for language competence, it is important to explore the specific situation of each individual language in relation to gender roles. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El estudio analiza si las escuelas de la Comunidad Autónoma Vasca (CAV) reducen las diferencias de género en el aprendizaje del castellano y la lengua vasca, en función de su eficacia. Es un estudio censal (30,148 chicas/32,000 chicos) en el que participa todo el alumnado de 4° de Educación Primaria (9–10 años) que ha cumplimentado las Evaluaciones Diagnósticas (ED) de tres ediciones. Se opta por una metodología cuantitativa. Se ejecutaron las pruebas U de Mann-Whitney y Kruskal-Wallis para comparar las puntuaciones del alumnado en competencia lingüística entre centros de alta y baja eficacia; y las puntuaciones medias entre alumnas y alumnos y entre diferentes años de aplicación. Los resultados revelan que la puntuación media de las alumnas es inferior a la de los alumnos en castellano, mientras que es superior en lengua vasca, independientemente de la eficacia de la escuela. Ello sugiere que, aunque los estudios indican que las mujeres obtienen mejores puntuaciones en competencia lingüística, es necesario ahondar en la especificidad de las lenguas vinculadas con los roles de género. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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