Which Males or Females Are Most at Risk and on What? An Analysis of Gender Differentials within the Primary School System of Trinidad and Tobago

Autor/inn/en	De Lisle, Jerome; Smith, Peter; Jules, Vena
Titel	Which Males or Females Are Most at Risk and on What? An Analysis of Gender Differentials within the Primary School System of Trinidad and Tobago
Quelle	In: Educational Studies, 31 (2005) 4, S.393-418 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Foreign Countries; Socialization; Gender Differences; High Risk Students; Elementary School Students; Achievement Tests; Academic Achievement; Underachievement; Language Arts; Academic Ability; Geographic Regions; Mathematics Achievement; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Socialisation; Sozialisation; Geschlechterkonflikt; Problemschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Performance deficiency; Leistungsschwäche; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Trinidad und Tobago
Abstract	This paper reviews the work on gendered achievement in the English-speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region-specific and variegated in some contexts. In Trinidad and Tobago, the full-scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7- to 8-year-olds) and 3 (9- to 10-year-olds). Census data from the high-stakes 2003 Secondary Entrance Assessment (SEA) administered at standard 5 (ages: 10-11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium-sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban-rural divide. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10