Lehti Hannu, Laaninen Markus
Department of Social Research, Invest Flagship Center, University of Turku, Turku, Finland.
Front Sociol. 2024 Oct 16;9:1448488. doi: 10.3389/fsoc.2024.1448488. eCollection 2024.
We studied the gender achievement gap in grades and standardised test scores in Finland, where the gender differences are largest among OECD countries. We compared the gender achievement gap in standardised test scores from PISA surveys and grades from high-quality school registers in literacy. Furthermore, we analysed how grades differ from standardised test scores by family background and students' SES composition of the schools. By using the Blinder-Oaxaca decomposition method, we explored how different characteristics between girls and boys explain gender differences in grading. Our findings indicate that boys' grades were lower than can be expected based on standardised test scores. The gender gap in grades was explained by boys' lower reading interests, effort put into schoolwork, and conscientiousness on homework. However, even adjusting for schooling characteristics and competence, boys have lower grades than test scores in schools that have low SES student composition.
我们研究了芬兰成绩和标准化考试分数方面的性别成就差距，在经合组织国家中芬兰的性别差异最为显著。我们比较了国际学生评估项目（PISA）调查中标准化考试分数的性别成就差距以及高质量学校识字成绩记录中的分数差距。此外，我们分析了不同家庭背景和学生社会经济地位构成的学校中成绩与标准化考试分数的差异。通过使用布林德-奥萨克分解方法，我们探究了男孩和女孩之间的不同特征如何解释评分中的性别差异。我们的研究结果表明男孩的成绩低于基于标准化考试分数所预期的水平。成绩方面的性别差距可以通过男孩较低的阅读兴趣、在学业上付出的努力以及做作业时缺乏自觉性来解释。然而，即使对学校特征和能力进行调整后，在社会经济地位较低的学生构成的学校中，男孩的成绩仍低于考试分数。
