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Gender differences in academic and social behavior of elementary school transfer students
Author(s) -
Orosan Pamela G.,
Weine Andrew M.,
Jason Leonard A.,
Johnson Joseph H.
Publication year - 1992
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199210)29:4<394::aid-pits2310290413>3.0.co;2-y
Subject(s) - psychology , intervention (counseling) , psychological intervention , developmental psychology , peer group , psychiatry
This study describes a tutoring program designed to help children in grades 3 through 5 who underwent an unscheduled school transfer. We examined gender differences in self‐concepts, academic performance, teacher evaluations, and peer ratings. Gender differences were found in several measures, although gender did not substantially interact with the intervention. As expected, female transfer students reported lower self‐concepts than males; teachers reported that boys were more popular; peers also rated boys as more aggressive and girls as more likable. Findings suggest that preventive interventions for transfer students need to account for effects of gender.