Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade: A Longitudinal Study

摘要: Summary.-This study examined differences in boys' and girls' achiwement at the end of kindergarten first grade. Although no sex were found on developmental indexes when children entered kindergarten, achievement noted four five measures by kindergarten. In all instances girls outperformed bogs. By grade, however, evident achievement. Bases for are described terms classroom socialization patterns teachers' interaction with children. There has been a long-standing concern regarding feminization during their early years school possible detrimental later effects especially boys (Lee, 1973). The purpose this was to examine academic from beginning year Previous research shown that level have manifested various forms. At broadest level, cultural or societal expectations shape performance. Teachers parents United States tend expect perform better reading, whereas those other cultures believe would be performers (Lehr, 1982). This affects teacher-child interactions. For instance, teachers make more contacts spend cognitive time which is associated end-of-the-year reading (Leinhardt, Seewald, & Engel, 1979). first-grade ratings favor girls, even though there initial (kindergarten) final (end grade) turn achievement; outperform (Engin, 1974; Leinhardt, et al., 1979; Vroegh, 1976).