Many argue that hegemonic gender norms depress boys' performance and account for the gender gap in achievement. I describe differences in the emergence of the gender gap in academic achievement between white and Asian American youth and explore how the immigrant experience and cultural differences in gender expectations might account for observed differences. For white students, boys are already underperforming girls in kindergarten, with the male disadvantage growing into high school. For Asian Americans, boys perform as well as girls throughout elementary school but begin underperforming relative to girls at the transition to adolescence. Additionally, I show that the Asian American gender gap is larger in schools with stronger male-centric sports cultures and where boys' underachievement is normalized. I speculate that model-minority stereotypes, the immigrant experience, and standards of masculinity that promote pro-school behaviors in boys act as protective factors in early childhood but wane at the transition to adolescence during a period when the dominant peer culture plays a larger role in shaping gender identities. The study offers evidence that the gender gap in achievement is not an inevitable fact of biology but is shaped by social environment.

中文翻译：

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霸权性别规范和成就中的性别差距：以亚裔美国人为例

许多人认为，霸权性别规范会压制男孩的表现，并解释成就方面的性别差距。我描述了白人和亚裔美国青年之间在学业成绩上出现的性别差距的差异，并探讨了移民经验和性别期望的文化差异如何解释观察到的差异。对于白人学生来说，男孩在幼儿园已经比女孩表现差，而男性的劣势则发展为高中。对于亚裔美国人来说，在整个小学阶段，男孩的表现和女孩一样好，但是在过渡到青春期的时候，相对于女孩而言，他们的表现开始下降。此外，我证明，在以男性为中心的体育文化较强且男孩的学业不正常的学校中，亚裔美国人的性别差距更大。我推测，促进男孩上学行为的少数族裔刻板印象，移民经历和男性气质标准在幼儿期起到了保护作用，但在同龄人文化占主导地位的时期过渡到青春期时逐渐消失在塑造性别认同方面。这项研究提供的证据表明，成就上的性别差距并不是生物学上不可避免的事实，而是社会环境造成的。