Do Gender Norms for Achievement Affect Students' Social Integration?

• In Event: Engendering New Examinations of Gender: Norms, Stereotypes, and Motivation

Abstract

Based on research on gender stereotypes, we hypothesized that high performance in opposite gender-stereotyped school subjects is associated with lower levels of social integration. Thus, we investigated the relationship between the social integration of students measured both by self-report and by social network nominations and academic achievement by students’ gender. Using data from a German large-scale assessment study of ninth-graders, we found no support for an interaction between achievement in different school subjects and gender in the hypothesized direction. However, different indicators for social integration were differently related to average achievement. We conclude that high-achieving students are not at a higher risk for social exclusion, and stereotypes seem not to align with actual social relationships in Germany's secondary school classes.

Authors

• Claudia Neuendorf, Eberhard Karls Universität Tübingen
  Presenting Author

• Malte Jansen, Institute for Educational Quality Improvement (IQB)
  Non-Presenting Author