Connecting Pieces of the Puzzle: Gender Differences in Black Middle School Students' Achievement

  • Females were more likely than males to be placed in higher academic tracks and to report that their parents make school decisions with them
  • Females had significantly higher educational expectations than males.
  • Higher track placement has a positive effect on both mathematics and reading performance for both males and females.
  • More boys link school success with ethnic inauthenticity, the lower they score on both EOG tests in math and language/English.
  • Family background does not influence track placement for males but it does have a significant positive effect on female’s placements.
  • Educational aspirations are important predictors of male student’s higher track placements. *) Overall pattern that emerged indicated that all students outcomes are affected by their track location and prior achievement. *) A combination of factors including school processes, parental involvement, and attitudes and actors of Black students themselves shape these outcomes.