Nahia Intxausti-Intxausti, Sandra Rodríguez-Miguel, Ana Aierbe-Barandiaran
{"title":"更有效的学校是否成功地缩小双语环境中语言交际能力方面的性别差距?(在双语环境中,最有效的中心能否缩小语言交际能力方面的性别差距?)","authors":"Nahia Intxausti-Intxausti, Sandra Rodríguez-Miguel, Ana Aierbe-Barandiaran","doi":"10.1080/11356405.2022.2154560","DOIUrl":null,"url":null,"abstract":"ABSTRACT The study aims to determine whether schools in the Autonomous Community of the Basque Country (ACBC) succeed in reducing gender differences in Spanish and Basque language achievement in accordance with their effectiveness level. The study was based on a census sample (30,148 girls/32,000 boys) encompassing all students in grade four of primary (9–10 years) who had completed Diagnostic Assessments (DAs) on three different occasions. We used a quantitative methodology. Mann-Whitney U and Kruskal-Wallis tests were performed to compare the scores obtained for language competence by students from schools with high and low effectiveness levels, as well as to compare boys’ and girls’ mean scores and scores across different years. The results reveal that, on average, girls scored lower than boys for language competence in Spanish and higher than boys for language competence in Basque, regardless of their school’s effectiveness. These findings suggest that although most studies report that women score higher than men for language competence, it is important to explore the specific situation of each individual language in relation to gender roles.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Do more effective schools succeed in reducing the gender gap in linguistic communicative competence in a bilingual context? (¿Consiguen los centros más eficaces reducir la brecha de género en competencia comunicativa lingüística en un contexto bilingüe?)\",\"authors\":\"Nahia Intxausti-Intxausti, Sandra Rodríguez-Miguel, Ana Aierbe-Barandiaran\",\"doi\":\"10.1080/11356405.2022.2154560\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The study aims to determine whether schools in the Autonomous Community of the Basque Country (ACBC) succeed in reducing gender differences in Spanish and Basque language achievement in accordance with their effectiveness level. The study was based on a census sample (30,148 girls/32,000 boys) encompassing all students in grade four of primary (9–10 years) who had completed Diagnostic Assessments (DAs) on three different occasions. We used a quantitative methodology. Mann-Whitney U and Kruskal-Wallis tests were performed to compare the scores obtained for language competence by students from schools with high and low effectiveness levels, as well as to compare boys’ and girls’ mean scores and scores across different years. The results reveal that, on average, girls scored lower than boys for language competence in Spanish and higher than boys for language competence in Basque, regardless of their school’s effectiveness. These findings suggest that although most studies report that women score higher than men for language competence, it is important to explore the specific situation of each individual language in relation to gender roles.\",\"PeriodicalId\":51688,\"journal\":{\"name\":\"Culture and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2023-02-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Culture and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/11356405.2022.2154560\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Culture and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/11356405.2022.2154560","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Do more effective schools succeed in reducing the gender gap in linguistic communicative competence in a bilingual context? (¿Consiguen los centros más eficaces reducir la brecha de género en competencia comunicativa lingüística en un contexto bilingüe?)
ABSTRACT The study aims to determine whether schools in the Autonomous Community of the Basque Country (ACBC) succeed in reducing gender differences in Spanish and Basque language achievement in accordance with their effectiveness level. The study was based on a census sample (30,148 girls/32,000 boys) encompassing all students in grade four of primary (9–10 years) who had completed Diagnostic Assessments (DAs) on three different occasions. We used a quantitative methodology. Mann-Whitney U and Kruskal-Wallis tests were performed to compare the scores obtained for language competence by students from schools with high and low effectiveness levels, as well as to compare boys’ and girls’ mean scores and scores across different years. The results reveal that, on average, girls scored lower than boys for language competence in Spanish and higher than boys for language competence in Basque, regardless of their school’s effectiveness. These findings suggest that although most studies report that women score higher than men for language competence, it is important to explore the specific situation of each individual language in relation to gender roles.