Premium
The Effects of Schooling on Gender Differences
Author(s) -
Wong KamCheung,
Lam Y. Raymond,
Ho LaiMing
Publication year - 2002
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192022000019080
Subject(s) - context (archaeology) , curriculum , psychology , developmental psychology , longitudinal study , context effect , multilevel model , the arts , academic achievement , pedagogy , political science , geography , law , linguistics , statistics , philosophy , mathematics , archaeology , machine learning , computer science , word (group theory)
The study on which this article is based examined the gender differences in educational achievements based on a longitudinal sample of more than 45,000 secondary school students in Hong Kong who took a public examination in 1997. The results coincided with the findings from recent British studies that boys did less well than girls in all areas of the school curriculum. The multilevel analyses of the effects of schooling, after controlling for initial ability, indicated that schooling did have an effect on gender differences. Girls achieved better results studying in single‐sex schools whereas boys achieved better in co‐educational schools. Compared with other students, it was those boys studying in the arts stream that did the least well in the public examination. The results are discussed in the context of the methodology of investigating gender differences and of the substantive questions of school effectiveness.