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Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy

Wendelien Vantieghem (UGent) , Mieke Van Houtte (UGent) and Hans Vermeersch (UGent)
Author
Organization
Abstract
Research into the educational gender gap, tends to contrast girls’ achievement with boys ‘underachievement’. However, this approach tends to ignore the variety within each sex category, such as well-achieving boys and underachieving girls. To be able to consider both sides of the gender order in a continuous fashion, we employ the use of the concept of ‘gender identity’, which refers to the extent to which people feel ‘masculine’ or ‘feminine’ . This study examines the impact of gender identity on academic self-efficacy. Over 6000 7th grade students, clustered in 59 Flemish schools, completed a questionnaire. Using multilevel analysis, we expect a more ‘feminine’ gender identity to be associated with more conducive study processes, such as a higher academic self-efficacy. Similarly, we expect a more masculine gender identity to be related to less beneficial study processes, such as lower academic self-efficacy.
Keywords
self-efficacy, gender gap in education, gender identity

Citation

Please use this url to cite or link to this publication:

MLA
Vantieghem, Wendelien, Mieke Van Houtte, and Hans Vermeersch. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Impact of Gender Identity on Self-efficacy.” European Sociological Association, Abstracts. 2013. Print.
APA
Vantieghem, W., Van Houtte, M., & Vermeersch, H. (2013). Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy. European Sociological Association, Abstracts. Presented at the European Sociological Association.
Chicago author-date
Vantieghem, Wendelien, Mieke Van Houtte, and Hans Vermeersch. 2013. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Impact of Gender Identity on Self-efficacy.” In European Sociological Association, Abstracts.
Chicago author-date (all authors)
Vantieghem, Wendelien, Mieke Van Houtte, and Hans Vermeersch. 2013. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Impact of Gender Identity on Self-efficacy.” In European Sociological Association, Abstracts.
Vancouver
1.
Vantieghem W, Van Houtte M, Vermeersch H. Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy. European Sociological Association, Abstracts. 2013.
IEEE
[1]
W. Vantieghem, M. Van Houtte, and H. Vermeersch, “Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy,” in European Sociological Association, Abstracts, Turino, Italy, 2013.
@inproceedings{4126859,
  abstract     = {Research into the educational gender gap, tends to contrast girls’ achievement with boys ‘underachievement’. However, this approach tends to ignore the variety within each sex category, such as well-achieving boys and underachieving girls. To be able to consider both sides of the gender order in a continuous fashion, we employ the use of the concept of ‘gender identity’, which refers to the extent to which people feel ‘masculine’ or ‘feminine’ . This study examines the impact of gender identity on academic self-efficacy. Over 6000 7th grade students, clustered in 59 Flemish schools, completed a questionnaire. Using multilevel analysis, we expect a more ‘feminine’ gender identity to be associated with more conducive study processes, such as a higher academic self-efficacy. Similarly, we expect a more masculine gender identity to be related to less beneficial study processes, such as lower academic self-efficacy.},
  author       = {Vantieghem, Wendelien and Van Houtte, Mieke and Vermeersch, Hans},
  booktitle    = {European Sociological Association, Abstracts},
  keywords     = {self-efficacy,gender gap in education,gender identity},
  language     = {eng},
  location     = {Turino, Italy},
  title        = {Transcending the gender dichotomy in educational gender gap research: the impact of gender identity on self-efficacy},
  year         = {2013},
}