For over 40 years disparities between boys and girls in education have been a concern in the academic and public debate. In many Northern countries girls outperform boys. Sex role attitudes (SRA) –gendered perspectives on the roles of male and female individuals- have been identified as antecedents of disparities in academic achievement through their influence on e.g. school attitudes, school belonging and expectations for academic success. Furthermore, SRA are linked to different societal outcomes such as labor-market participation, beliefs about violent and criminal behavior and tolerance toward others. This mixed-method study -using large-scale 3 year longitudinal survey data and small-scale video-recorded classroom behavior observations- zooms in on (1) the construction of young adolescents’ SRA, focusing on the influence of individual, home and school-related determinants and (2) the influence of SRA on differentiated educational outcomes and classroom behavior. A life-course approach is applied considering SRA as situated, experience-related and changing over time. Moreover, the study uses an intersectional-informed approach investigating SRA at the intersects of multiple diversity dimensions. This research aims to contribute to developmental and life-course theories by gaining insights in the construction and evolution of SRA. Moreover, we seek to provide leads for interventions with a view on altering SRA and therefore possibly narrowing educational disparities.
Effective start/end date1/10/1530/09/19

    Flemish discipline codes

  • Adult education

    Research areas

  • gender, education, socialization

ID: 9986556