Predicted Human Behavior
Stereotypes can have a major impact on academic achievement, particularly by molding male and female students’ expectations and conduct. Male students are frequently stereotyped as performing better in topics such as mathematics and related professions than their female colleagues. Sebastián-Tirado et al. (2023) discovered that these projected stereotypes could have a significant influence on females, contributing to self-selection bias, in which women shun specific areas owing to perceived societal expectations. Ability stereotypes, which classify people as “good” or “bad” at specific activities, reinforce this by causing them to internalize such labels (Rhodes & Baron, 2019).
Stereotype threat, a phenomenon in which people underperform when reminded of negative stereotypes, can lead to poorer test results for females when they are reminded that males are generally better at arithmetic (Inglis & O’Hagan, 2022). Stereotypical beliefs can emerge in youngsters as young as three, highlighting how deeply established these social standards are (King et al., 2021). Cultural and cultural expectations frequently dictate that women prioritize family care above education or job progress, whereas males are expected to be primary earners (Delgado-Herrera et al., 2024). Parental stereotypes also shape children’s self-perceptions of their academic talents, affecting their school involvement and performance (Chaffee & Plante, 2022).
Guo et al. (2024) highlight the significance of egalitarian principles in the context of gender and mathematical talents, particularly in STEM professions, which are still mostly male-dominated. According to their findings, cultures emphasizing male success produce circumstances that do not support female engagement and accomplishment in STEM fields (Guo et al., 2024). In communities where females are expected to thrive in reading but not mathematics, these expectations contribute to female pupils’ lack of confidence in mathematical disciplines (Guo et al., 2024). While my research will not be limited to one subject, Guo’s work is relevant since it demonstrates how cultural expectations and norms can greatly affect gender differences in academic achievement across several areas.
When comparing the final grades of male and female students, it is also necessary to assess reasoning abilities. According to research, males outperform females in tests of reasoning and cognitive abilities. However, Upadhyay et al. (2019) point out that multiple research has revealed no significant association between gender and reasoning ability, resulting in conflicting findings on the subject (Upadhayay, 2019). This implies that, while reasoning ability could affect academic success, its impact varies and is not primarily influenced by gender.
Value and Limitations
The research comparing final grades and gender will give useful information for addressing gender imbalance in academic performance. If a correlation is discovered between gender and final grades, the information could be used to educate teachers and parents on techniques for increasing kids’ self-esteem and self-worth. Educators and parents could help reduce the performance gap between male and female pupils by creating a more supportive atmosphere, supporting fair academic achievement, and reducing the influence of gender stereotypes.
When comparing male and female students’ grades, socioeconomic considerations will not be taken into consideration in this study. It is known that economic inequalities can affect final grades, as students from wealthier households commonly have access to more educational resources and opportunities. However, the focus of this study will be on gender-based differences in academic performance, regardless of economic situation, in order to precisely investigate the correlation between gender and grades.
In this study, final grades will not be separated down by subject, making it impossible to compare ability in specific areas such as mathematics or language. Instead, the study will compare the overall final grades of male and female students to investigate the differences in academic performance. According to Ivan et al. (2022), while males and females have similar general cognitive abilities, there are noticeable differences in subject-specific abilities, notably in mathematics and language. However, these differences will not be explored in this study.
Hypothesis
Stereotypes have an adverse effect on female students’ ability to perform at or above the level of their male counterparts, especially in terms of final grades. These stereotypes undermine female students’ confidence, affecting their academic performance and professional choices. In countries
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