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Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education

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Abstract

This study examined the effect of gender socialization on kindergarten grades using data from the Early Childhood Longitudinal Study- Kindergarten Cohort. The sample consisted of 6,394 children (3,177 girls; 3,217 boys) from across the United States. MANOVA and follow-up tests revealed that both boys and girls tend to participate in gender-typed activities. Girls are more likely to have positive school attitudes and exhibit positive social behavior; boys are more likely to have negative school attitudes. Regression analyses indicated that participation in “female” activities and positive social behavior positively affect grades; participation in “male” activities has no direct effect. Positive attitudes positively affect the grades of girls; negative attitudes negatively affect the grades of boys. Teacher evaluation practices are also considered.

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  1. Department of Sociology and Anthropology, Linfield College, 900 SE Baker St., McMinnville, OR, 97128, USA

    Amy J. Orr

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  1. Amy J. Orr
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Orr, A.J. Gendered Capital: Childhood Socialization and the “Boy Crisis” in Education. Sex Roles 65, 271–284 (2011). https://doi.org/10.1007/s11199-011-0016-3

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