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4 - Emerging gender differences in times of multiple transitions

Published online by Cambridge University Press:  05 October 2014

By
Jennifer E. Symonds ,
Maurice Galton  and
Linda Hargreaves
Edited by
Ingrid Schoon  and
Jacquelynne S. Eccles
Jennifer E. Symonds
Affiliation:
University of Bristol
Maurice Galton
Affiliation:
University of Cambridge
Linda Hargreaves
Affiliation:
University of Cambridge
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Jacquelynne S. Eccles
Affiliation:
University of Michigan, Ann Arbor
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Summary

Abstract

Gendered identities can develop throughout the life-span in an undulating process spurred by significant physiological, cognitive, and social events. Two important developmental transitions occur in early adolescence: changing schools and puberty. This chapter reviews the development of gender identity and gender differences in school engagement, aspirations, and achievement during these multiple transitions. It synthesizes the findings of in-depth, longitudinal studies of school transition from the early 1970s to the 2000s. Most gender differences documented by this literature occur independently of school transition. These regard children’s friendships, dating, emotional health, attitudes to learning, and academic competencies. With school transition comes the tendency for girls to focus more on their physical and emotional selves, and a risk for boys to disengage from education. Gender differences in early adolescents’ attitudes toward subjects, learning, and career choice appear to have reduced since the 1970s as wider social stereotypes have changed. However, the majority of gender differences noted are conserved across time, suggesting a great deal of biological and social stability across 40 years.

Type
Chapter
Information
Gender Differences in Aspirations and Attainment
A Life Course Perspective
 , pp. 101 - 122
Publisher: Cambridge University Press
Print publication year: 2014

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