Gender gaps in cognitive and social‐emotional skills in early primary grades: Evidence from rural Indonesia

This paper examines the magnitude and source of gender gaps in cognitive and social‐emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social‐emotional skills). We use Oaxaca–Blinder decomposition to investigate the extent to which gender differences in early schooling and parenting practices explain these gender gaps in skills. For cognitive skills, differences in early schooling between boys and girls explain between 9% and 11% of the gender gap whereas differences in parenting practices explain merely 3%–5% of the gender gap. This decomposition result is driven largely by children living in villages with high‐quality preschools. In contrast, for social‐emotional skills, differences in parenting styles toward boys and girls explain between 13% and 17% of the gender gap, while differences in early schooling explain only 0%–6% of the gender gap.     

Gender Differences in Delay of Gratification: A Meta-Analysis

A series of meta-analyses were conducted to test Bjorklund and Kipp's hypothesis that due to selection pressures operating during evolution, women and girls are better able than men and boys to delay gratification (Bjorklund & Kipp, 1996). A total of 38 effect sizes were derived from 33 studies in which participants made one or more choices between a small (or less preferred) immediate reward and a large (or more preferred) delayed reward. Overall, there was a small female advantage (r = .058). Further analyses revealed that the female advantage was larger when continuous measures (r = .096) rather than dichotomous measures were used (r = .021). No evidence was found for the gender gap changing systematically with age. Discussion focuses primarily on alternative explanations for the gender difference found here. Consideration is also given to how the female advantage in delay of gratification might be reflected in real-life situations.     

Rhyming abilities in a dual-task in school-age children who stutter

PurposeWe compared school-age children who stutter (CWS) and age and gender matched control participants (CWNS) in a dual-task involving a word-level rhyming task and a tone task involving pitch decisions.MethodsParticipants were 30 children (CWS, n = 15) between 7 and 16 years. Auditory word – picture stimuli pairs from the rhyme task were categorized into nonrhyme (e.g., bear-cart), rhyme (e.g., bear-pear), and replica (e.g., bear-bear) categories. The effort associated with managing resources in the dual-task was varied through the manipulation of stimulus onset asynchrony (SOA) between the stimuli of the two tasks. Mixed methods analyses of the response time (RT, ms) and error (%) data were conducted with Group, Category, and SOA as the fixed effects and participants as the random effect. Age and phoneme awareness skills were included in the analyses.ResultsMore rhyming errors and a significant positive correlation between rhyming errors and age was observed in the CWS compared to the CWNS. Compared to the CWNS, a higher percentage of rhyming errors was observed in the rhyme than the nonrhyme and replica categories in the CWS in both the SOA conditions, and this effect was influenced by age and phoneme awareness skills. Analysis of the tone task data indicated that a subgroup of CWNS with higher phoneme awareness skills showed reduced RT difference between the long and the short SOA conditions thereby suggesting higher efficiency with resource allocation for dual tasking. Task-specific differences between the CWS and CWNS are interpreted to suggest limitations in the encoding of the phonological aspects of covert speech in a dual-task.     

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

ABSTRACT

Cognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test – Long (CRT- L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings.     

Prosocialité perçue par les éducatrices en centre de la petite enfance et pragmatique du langage des enfants de 4 ans : une question de genre ?

Objective and methodThe aim of this article is to study the influence of pragmatic skills (language use in social context) of girls and boys aged 4 (n = 120) on prosociality as perceived by their early childhood educators (n = 22).ResultsAs with many works, the results show a significant difference in favor of girls rather than boys, indicating a differential perception of gender in perceived prosociality. Then, they show that the conversational initiative of the boys influences the evaluation of the prosociality as perceived by their early childhood educators, whereas for the girls, it does not make it possible to account for it. On the other hand, girls’ expressed pragmatics (communication intentions) are related to their perceived prosociality, whereas it is not the case for boys.ConclusionThese results tend to show a differentiated influence of the pragmatic skills according to the sex of 4-year-olds in the perceived prosociality by their early childhood educators.     

Divorce and the Multidimensionality of Men and Women’s Mental Health: The Role of Social-Relational and Socio-Economic Conditions

Research consistently reveals that the divorced generally face more mental health problems than the married. Less attention however has been paid to positive mental health indicators. Insight in these however may help policy makers and care providers to see both the broader picture and stimulate active coping. Using data from the European Social Survey (2006–2007), differences in both feelings of depression, and in feelings of self-esteem, autonomy, and competence between the married (N?=?14,072) and divorced (N?=?4,304) are estimated for women and men separately. Drawing on stress and coping theories, we map how specific social-relational and socio-economic conditions relate. Analyses reveal that divorce is related not only to more feelings of depression, but also to lower levels of self-esteem and competence. Difference scores in mental health based on marital status are also found to differ significantly between men and women for competence, with the difference being more pronounced in men. Additionally, social-relational and socio-economic conditions explain much of the gap in depression scores—and to a lesser extent, in self-esteem and competence scores—between the married and divorced. Finally, some interesting gender differences were found in how social-relational and socio-economic conditions relate to mental health when divorced, with women especially seeming to benefit from advantageous socio-economic conditions.     

Acknowledging Discrimination as a Key to the Gender Pay Gap

I comment again on issues raised in my initial paper in this issue (Lips 2012, this issue) and respond to commentaries by Huffman (2012, this issue), Olson (2012), Stockdale and Nadler (2012) and Tharenou (2012). Even in the light of a large and growing body of evidence for the gender pay gap, a lack of awareness of the gap still exists. This lack of awareness may have roots in system-justification beliefs. Such beliefs can be reinforced by a human capital approach, which may appear to rationalize the gender pay gap by attributing it mainly to the choices individuals make, while downplaying the role of discrimination. Although, as commentators on my original article have pointed out, some researchers who use this model may be aware of its limitations, and some may have moved beyond it because of its limitations, such limitations may not be so obvious to consumers of the research. Thus, a continuing, careful critique of the human capital model, and attention to the impact of cultural gender stereotypes on the variables it encompasses, is warranted. However, as several commentators have also noted, there are other useful ways of analyzing the gender pay gap, such as focusing on institutional variables associated with it or examining it from the perspective of cumulative disadvantage. These too should also be vigorously pursued in the service of understanding and eliminating the gap.     

The Effects of Sample Characteristics and Experience with Infidelity on Romantic Jealousy

Past research has suggested that men are more upset by imagined sexual than emotional infidelity, and women are more upset by imagined emotional infidelity than sexual infidelity. However, experience with infidelity, methodology, and age and gender of the sample may help to explain inconsistent results. Two hundred ninety-four English-speaking undergraduate students and 325 non-college adults in a large mid-Atlantic urban area of the U.S. completed forced-choice or continuous-scale anonymous questionnaires regarding jealousy over a mate??s hypothetical infidelity. Chi-square and MANOVA analyses replicated previous findings of the expected gender difference in all hypothetical forced-choice scenarios. However, results for those participants who reported experience with actual infidelity demonstrated little support for the traditional evolutionary model, as there were no gender differences in which aspect of hypothetical infidelity was reported to be more distressing, and no gender differences at the college level in terms of which aspect of infidelity received the greatest focus. These findings, extrapolated from both undergraduates and adults and accounting for the impact of actual, primed memory of experience of infidelity on hypothetical jealousy scenarios, raise important questions about the validity of hypothetical scenarios of jealousy as proxies for real reactions to actual infidelity. The results of the present study suggest that the lack of a consistent, replicable gender difference across the lifespan may be explained by two related factors: age and actual experience with infidelity.     

When men and women differ in self-esteem and when they don’t: A meta-analysis

A meta-analysis of gender differences in self-esteem (1148 studies from 2009 to 2013; total N = 1,170,935) found a small difference, g = 0.11 (95% CI = 0.10–0.13), favoring males. Additionally, (1) the gender difference increased with age until late adolescence, and declined afterwards; (2) Whites, Hispanics, and Asian Americans showed the same gender difference whereas African Americans and marginal groups (e.g., immigrants) did not show any difference; (3) the gender difference was larger in more developed countries characterized by values that espouse equality and freedom; and (4) inspection of previous reviews showed that the gender difference emerged after the 1970s, increased until 1995, and declined afterwards. A three-stage model of comparison processes was proposed to account for these results.     

Tracing the Gender Gap in Political Interest Over the Life Span: A Panel Analysis

Despite recent advances in gender equality in political representation and the availability of resources, this article shows that there is a persistent gender gap in declared political interest over the life cycle. Using evidence from the British Household Panel Survey (BHPS), we track the gender gap through the life span of citizens. At age 15, there is already a substantial gender gap of 20 percentage points in the probability of respondents reporting being politically interested, pointing to gendered socialization processes as the key explanation for such differences. In the following 10 years, as people develop into adults and unravel their political orientations, the extent of the gender gap continues to grow by about 10 additional percentage points. Following these formative years, attitudes crystallize and so does the gender gap, remaining at the same size (around 30 percentage points of difference between women and men) over the life course. These findings suggest that the development of gender roles during early childhood is a crucial phase in the source of the gender gap, deserving further attention from scholars.     

Individual differences in effects of child care quality: The role of child affective self-regulation and gender

The current study investigated whether the relation between child care quality and children's socio-emotional behavior depended on children's affective self-regulation skills and gender. Participants were 545 children (M_age = 27 months) from 60 center-based child care centers in the Netherlands. Multi-level analyses showed that children with low affective self-regulation skills or who were male demonstrated less teacher-rated social competence when exposed to relatively low quality child care. In addition, children with low affective self-regulation skills also showed more social competence in the case of relatively high quality child care, suggesting mechanisms of differential susceptibility. No main effects of child care quality or interactions were found for teacher- and parent-rated externalizing behavior. These findings emphasize the importance of considering children's affective self-regulation skills and gender in understanding the effects of child care quality. High quality child care can be a means to strengthen children's social development.     

Testing the Extent of the Gender Trap: College Students’ Perceptions of and Reactions to Intimate Partner Violence

Prior research has explored perceptions of intimate partner violence (IPV), and how these perceptions differ based on gender of the participant, victim, and perpetrator. In the current study, 178 undergraduate students (n?=?88 males; n?=?90 females) attending a university in the Southwestern United States read a hypothetical IPV scenario, experimentally crossed by victim gender and perpetrator gender, and completed measures exploring gender (i.e., participant gender, victim gender, and perpetrator gender) and situational perceptions on participants’ intended responses to an IPV scenario. Results indicated that perceptions of the IPV situation and responses varied by genders of the participant, victim, and perpetrator. Specifically, males were more likely than females to hold the victim responsible for the violence, and ignore the situation; females were more likely than males to encourage the victim to seek professional help and seek help from another person regarding the IPV scenario as presented in the vignette. When the victim was a male, participants viewed the situation as less serious, the victim as more responsible, and were more likely to ignore the situation, than when the victim was female. Overall, results indicated that gender factors (especially participant gender) had a stronger and more consistent influence on responses to the IPV scenario than perceptions of the situation. The findings of the current study are discussed in light of implications for future research to expand an understanding of the role of gender and perceptions influencing anticipated helping behavior for victims of IPV, which will inform intervention.     

Relationship between gender and knowledge of U.S. state names and locations

Two experiments were conducted to assess gender differences in knowledge of U.S. state names and locations. Subjects for both experiments were drawn from a population that was approximately 95% Caucasian, 2% Native American, 1% Black, 1% Asian, and 1% Hispanic. Experiment 1 demonstrated superior male performance with respect to ability to correctly label state outlines on a blank map. Providing subjects with a list of state names (as a recall aid) resulted in performance deficits that were of equivalent magnitude for both males and females. It is suggested that this may have changed subjects' labeling strategy. Experiment 2, which assessed ability to list state names, showed no gender differences and no effect for providing a blank map (as a recall aid). Therefore, the performance differences obtained in Experiment 1 appear mediated by a gender difference in geographical knowledge and not by a gender difference in knowledge of state names. Implications of geographical knowledge deficits are briefly discussed.     

The unfolding dark side: Age trends in dark personality features

Age and gender differences across the lifespan in dark personality features could provide hints regarding these features’ functions. We measured manipulation, callous affect, and egocentricity using the Dirty Dozen and their links with agreeableness in a pooled cross-sectional dataset (N = 4292) and a longitudinal dataset (N = 325). Age trends for all dark personality features were progressive through adolescence, but negative through adulthood. Men scored higher than women, but the gender gap varied with age. Trends for agreeableness partly mirrored these trends and changes in dark personality features and agreeableness were correlated. Results are discussed in light of the maturity principle of personality, gender role socialization processes, and issues regarding incremental validity of dark personality over traditional antagonism measures.     

‘Most of Us Guys are Raring to Go Anytime, Anyplace, Anywhere’: Male and Female Sexuality in Cleo and Cosmo

Women’s magazines are a popular site for analysis of socio-cultural messages about gender, sex, and sexuality. We analyzed six consecutive issues of Cosmopolitan and Cleo to identify the ways in which they construct and represent male and female sexuality. Overall, male sexuality was prioritised, ‘real’ heterosex was depicted as penetrative, and orgasm was given precedence. Two main accounts of male and female sexuality were identified. Men’s need for (great) sex positioned men as easily aroused and sexually satisfied, but women as needing to develop ‘great’ sexual skills to keep their men from ‘straying.’ Accounts of pleasure, performance, and the male ego represented men as concerned about women’s pleasure, about their own sexual performance and as sensitive about suggested sexual ‘inadequacies.’ We discuss the implications of these constructions for women’s gendered (sexual) subjectivity, sexual practices, and identities.     

Children's Beliefs About Gender Differences in the Academic and Social Domains

Children's beliefs about gender differences were investigated among a sample of younger and older elementary school students (total N = 120). Beliefs about gender differences in math, spelling, physical aggression, relational aggression, and prosocial tendencies were assessed using 3 methods that varied in the extent to which gender was referenced overtly. Children who made systematic gender distinctions tended to associate prosocial tendencies and success in spelling with girls and physical and relational aggression with boys. Perceived gender differences were minimal for math, and those that were seen were consistent with same-sex biases. Children who associated positive characteristics with girls tended to associate negative characteristics with boys. Although results were generally consistent across measures, children were more likely to show same-sex preferences when they were asked to compare boys and girls explicitly.     

An Investigation of the Gender Stereotyped Thinking of Taiwanese Secondary School Boys and Girls

In this study we investigated the gender stereotyped thinking of 1672 Taiwanese senior high students (779 boys, 893 girls). Participants completed a Chinese version of a gender stereotyped thinking scale as part of a larger study. Six participants from 3 different types of academic schools (low, moderate, and high achievement levels) were interviewed to determine whether their written responses were consistent with their actual perceptions. Results of t tests and analyses of variance revealed significant gender differences for 9 of 11 gender stereotyped thinking items and significant main effects because of academic levels for 6 of 11 items. There were no significant interactions and no other main effects for other study variables. Strategies for decreasing students' gender stereotyped thinking are suggested.     

Media exposure and language for toddlers from low-income homes

In the current study, we examined whether the quantity of toddlers’ exposure to media was related to language skills and whether meeting the American Association of Pediatrics (AAP) recommendations of limiting media exposure to one hour or less per day was related to language skills. We examined these associations in a sample of toddlers (N = 157) living in low-income homes. Toddlers were about two years of age (M = 28.44 months, SD = 1.48 months) during the first visit when parents reported on toddlers’ exposure to media in the home. Toddlers were about three years of age (M = 33.61 months, SD = 1.06 months) during the second visit when direct measures of toddlers’ expressive and receptive language and receptive vocabulary skills were completed. Controls were child gender, race, mothers’ education, marital status, work status, and center-based child care. Results indicated that more frequent exposure to media was related to lower expressive language, but not receptive language or receptive vocabulary. The predictor of AAP recommendation was not significantly related to any child language outcomes. These results suggest that media exposure may be related to the displacement of language-enhancing activities during a critical time for toddlers’ language development. However, the AAP media recommendation of one hour may not be related to language development.