ABSTRACT

In most Western countries, girls outperform boys in academic engagement, scholastic achievement, and school completion. In the current study, researchers assessed the developmental trajectories of European French and North African French boys’ (N = 549; M_age = 11.9 years) perceptions of girls’ and boys’ ability to succeed in school. Boys reported their perceptions of the academic aptitude of boys and girls annually across the four years of French middle school. Results indicated that both ethnic groups perceived girls to have greater school aptitude than boys in Grade 6, with a larger difference among European French than North African French boys. Boys’ perceptions of the school aptitude of boys declined over the four years among both groups, with no ethnic differences in the size of pro-female bias by Grade 9. Implications are considered for developmental theory, including the importance of cultural beliefs that youth experience in the home and school settings.

摘要

在大多数西方国家，女孩在学业投入、学业成绩和完成学业方面都优于男孩。在当前的研究中，研究人员评估了欧洲法语和北非法语男孩的发育轨迹（N = 549；M_年龄 = 11.9 岁）对女孩和男孩在学业上取得成功的能力的看法。在法国中学的四年里，男孩们每年都会报告他们对男孩和女孩学术能力的看法。结果表明，两个种族群体都认为 6 年级的女孩比男孩有更好的学习能力，欧洲法语男孩的差异大于北非法国男孩。男孩对男孩学校能力的看法在这四年中在两个群体中都有所下降，9 年级时亲女性偏见的大小没有种族差异。发展理论的影响被考虑在内，包括青年经历的文化信仰的重要性在家庭和学校环境中。