TY - JOUR
T1 - Gender differences in educational outcomes and the effect of family background
T2 - A comparative perspective from East Asia
AU - Akabayashi, Hideo
AU - Nozaki, Kayo
AU - Yukawa, Shiho
AU - Li, Wangyang
N1 - Funding Information:
We would like to thank the Institute of Social Science Survey of Peking University for providing the data from the China Family Panel Studies. Also, we thank the Panel Data Research Center at Keio University for providing the data from the Japan Child Panel Survey, Japan Household Panel Survey, and Keio Household Panel Survey, and the National Center for Education Statistics for providing the data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99. We also would like to thank the participants of SLLS 2018, RC28 2019, and the East Asia Child Well-being Project, especially James Raymo, Yu Xie, Ryosuke Nakamura, and Jun Yamashita.
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.
AB - There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.
KW - Education
KW - children
KW - cognitive ability
KW - gender
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U2 - 10.1177/2057150X20912581
DO - 10.1177/2057150X20912581
M3 - Article
AN - SCOPUS:85081627917
SN - 2057-150X
VL - 6
SP - 315
EP - 335
JO - Chinese Journal of Sociology
JF - Chinese Journal of Sociology
IS - 2
ER -
