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Understanding the Gender Gap in School Performance among Low-Income Children: A Developmental Trajectory Analysis

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Title: Understanding the Gender Gap in School Performance among Low-Income Children: A Developmental Trajectory Analysis
Language: English
Authors: Kingdon, Danielle, Serbin, Lisa A., Stack, Dale M.
Source: International Journal of Behavioral Development. Mar 2017 41(2):265-274.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Low Income Students, Achievement Gap, Academic Achievement, Gender Differences, Longitudinal Studies, Elementary School Students, Secondary School Students, Individual Characteristics, Family Characteristics, Foreign Countries, Socioeconomic Status, Attention, Mothers, Parent Participation, Statistical Analysis
Geographic Terms: Canada (Montreal)
Assessment and Survey Identifiers: Child Behavior Checklist
DOI: 10.1177/0165025416631836
ISSN: 0165-0254
Abstract: Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course of schooling. Results from a multiple-group latent growth curve analysis revealed that children from this low-income sample demonstrated a significant decreasing trajectory of academic performance over time, which intensified after the transition from elementary to secondary schooling. A gender gap in academic performance emerged after the children transitioned to secondary school, with girls outperforming boys. Boys continued to experience greater academic decline than did girls across the secondary school years, and individual and family characteristics assessed in early elementary school predicted these academic trajectories. At school entry, boys showed higher levels of attention problems than did girls, which in turn predicted boys' poorer school performance. However, boys with stronger reading skills and greater maternal school involvement during the early years of schooling were protected against declining academic performance across the secondary school years. Implications for prevention programs are discussed.
Abstractor: As Provided
Number of References: 50
Entry Date: 2017
Accession Number: EJ1129366
Database: ERIC
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  Data: Understanding the Gender Gap in School Performance among Low-Income Children: A Developmental Trajectory Analysis
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Behavioral+Development%22"><i>International Journal of Behavioral Development</i></searchLink>. Mar 2017 41(2):265-274.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Canada+%28Montreal%29%22">Canada (Montreal)</searchLink>
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  Data: 10.1177/0165025416631836
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  Data: Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course of schooling. Results from a multiple-group latent growth curve analysis revealed that children from this low-income sample demonstrated a significant decreasing trajectory of academic performance over time, which intensified after the transition from elementary to secondary schooling. A gender gap in academic performance emerged after the children transitioned to secondary school, with girls outperforming boys. Boys continued to experience greater academic decline than did girls across the secondary school years, and individual and family characteristics assessed in early elementary school predicted these academic trajectories. At school entry, boys showed higher levels of attention problems than did girls, which in turn predicted boys' poorer school performance. However, boys with stronger reading skills and greater maternal school involvement during the early years of schooling were protected against declining academic performance across the secondary school years. Implications for prevention programs are discussed.
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        Value: 10.1177/0165025416631836
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        PageCount: 10
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      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Gender Differences
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