Geschlechtsspezifische Leistungsunterschiede in Abhängigkeit der sozialen Herkunft. Eine Untersuchung zur Interaktion zweier sozialer Kategorien

Abstract

Gender differences in educational outcomes are often reported. However, some evidence suggests that these differences are not consistent but vary with social background. In quantitative research, however, the interaction between gender and social background has been underinvestigated. The present study investigates whether the effect of gender on achievement is moderated by socio-economic status (SES). The sample consists of N = 3935 primary school-children in Berlin (6th grade). The results show that the effect of gender on achievement varies with SES, with a stronger correlation between the achievement of boys and their SES. Taken together, the results of the study suggest a differentiated consideration of the achievement of boys and girls and the importance of considering multiple group identities.