Chapter
3. A Question of Confidence? Gender and Perceptions of Competence and Control
3.1. Perceptions of Competence
3.2. Do Sex Differences in Perceived Competence Change with Age?
3.3. Perceptions of Causality and Control
4. Proving and Improving: Gender and Motives for Evaluation
4.1. Approaches to Evaluation
4.2. Development of Proving and Improving Approaches to Self-Evaluation
5.1. Gender and Achievement Goals
5.2. Gender and Achievement Goals in Context
6. Achievement and Social Goals, Values, and Interests
6.1. Gender and Relationships
6.2. Good Girls, Brainy Boys: Performing Academically and Performing Gender
6.3. Interests, Values, and Identity
8.1. Improving, Proving, and Academic Motivation Among Boys and Girls
8.2. Implications for Theory and Research
8.3. Implications for Education
Chapter Two: Gender-Related Academic and Occupational Interests and Goals
1. Theoretical Frameworks
1.1. Expectancy-Value Theory
1.2. Stereotype Threat Theory
1.3. Sociocultural Theory
1.4. The Gender Similarities Hypothesis
2. Gender Similarities and Differences in Academic Ability and Dispositions
2.1. Mathematical Performance
2.7. Self-Esteem and Self-Concept
3. Gender Differences in Occupational Interests and Goals
3.2. Expectancy for Success
3.4. Job Attribute Preferences
4. Factors that may Shape Gendered Occupational Goals
4.1. Parental Expectations
4.2. Stereotypes and Discrimination
4.4. Developmental Trends
4.5. Training, Practice, and Interventions
4.6. Cultural Differences
Chapter three: Developmental Interventions to Address the STEM Gender Gap: Exploring Intended and Unintended Consequences
2. Documenting the STEM Gender Gap
3. Developmental Mechanisms and a Taxonomy of STEM Intervention Goals
3.1. Intervention Mechanisms Implicated by Theories of Gender Development
3.1.1. Gender Essentialism
3.1.2. Gender Environmentalism
3.1.3. Gender Constructivism
3.2. STEM Intervention Goals
4. Illustrations of STEM Interventions
4.3. Refocus, Recategorize, and Resist
5. Conclusions and Recommendations
5.2. STEM-Relevant Outcome Measures
5.3. Measuring Unintended Outcomes
5.4. Characterizing and Building on Past Interventions
5.5. A Relational Perspective Revisited
Chapter Four: Physical Education, Sports, and Gender in Schools
4. Gender and Motivation to be Physically Active
6. Social Construction of Bodily Meanings
7. Creating Equitable Climates in Physical Education
9. Conclusions and Implications
Chapter Five: Gendered-Peer Relationships in Educational Contexts
2. Children´s Gender Segregation
2.1. Why Do Children Segregate by Gender?
2.1.1. Shared Interests and Compatibility
2.1.2. Social Cognitions About Gender
2.1.3. An Expanded Explanation for Gender Segregation
2.1.4. Exploring Children´s Gender-Based Peer Selection Using Social Networks Analyses
3. The Influence of Gendered-Peer Relationships on Children´s Development
3.1. What Do Children Learn in Gender-Segregated Peer Groups?
3.2. Binary and Gradient Views of Gender Segregation
4. Gender Segregation in School Environments
4.1. School Contexts and Teachers Promotion of Gender Segregation
4.2. Gender-Segregated Schooling
4.3. Consequences of Gender-Segregated Schooling
5. The Role of the Child in Selecting Gendered-Peer Environments
5.1. Children´s Affective Attitudes
5.2. Children´s Gender-Related Relationship Efficacy
6. Implications of Gender Segregation for Aggressive and Cooperative Behaviors
6.1. Same- and Other-Sex Aggression
6.2. Benefits of Interacting with Other-Sex Peers on Aggressive and Competent Behaviors
6.3. Importance of Enhancing Gender Integrated Interactions at School
7. Conclusions and Future Directions
Chapter six: Sexism in Schools
1. Overview of Types of Sexism
2. Perpetrators of Sexism
3. Gender Biases in School Achievement
3.1. Biases Against Girls in STEM
3.2. Biases Against Girls in Sports
3.3. Biases Against Boys in School Achievement
4. Sexual Harassment in School
4.1. Prevalence of Sexual Harassment in School Settings
4.2. Consequences of Sexual Harassment
5. Awareness of Sexism and Coping
6. Reducing Sexism in Schools
6.1. Single-Gender Versus Coeducational Schools Debate
Chapter Seven: Analysis and Evaluation of the Rationales for Single-Sex Schooling
2. Brief History of the Rationales for Single-Sex Schooling in the United States
3. Analysis and Evaluation of Contemporary Rationales for Single-Sex Schooling
3.1. Rationale #1: It Works for All Students for Unspecified Reasons
3.1.1. Confounds Associated with Selection into SS and CE Contexts
3.1.2. Students Socioeconomic Background
3.1.3. Students Academic Motivation and Aptitude
3.2. Rationale #2: It Works for Some Students for Unspecified Reasons
3.2.2. At-Risk Students of Color
3.3. Rationale #3: It Works by Capitalizing on Gender Differences
3.3.1. Sex Differences in Maturation
3.3.2. Sex Differences in Aptitudes
3.3.3. Sex Differences in Disruptive Behavior
3.3.4. Sex Differences in Participatory Style
3.3.5. Sex Differences in Interests
3.4. Rationale #4: It Works by Reducing Sexism
3.4.2. Teacher-Student Interaction
3.4.3. Teacher Expectations
3.4.4. Peer Gender Stereotyping
3.4.5. Peer Sexual Harassment
3.5. Rationale #5: It Works by Reducing Attention to Gender
3.5.2. Sexual Distraction
4. Conclusions and Recommendations
Chapter Eight: Factors Affecting Academic Achievement Among Sexual Minority and Gender-Variant Youth
2. Theoretical Models for Understanding Academic Disparities
2.1. The Sexual Minority Stress Model
2.2. Social Cognitive Career Theory
3. Evidence of Sexual Orientation-Based Academic Disparities
4. Processes and Consequences of Victimization
4.1. Homophobic Victimization and Academic Disparities
4.2. Processes by Which Victimization Affects Learning and Academic Performance
4.3. Diminished Mental and Physical Health
4.5. Substance Use as an Externalizing Coping Strategy
5. Additional Influences on Student Outcomes
5.1. The Timing and Onset of Victimization as a Risk Factor
5.2. Exclusionary Discipline as a Disruptive Process
5.3. Unique Stressors Among Transgender Youth
6. Programming and Policy
6.1. Promoting Academic Resilience in the Face of Victimization
6.2. Peer, Parent, and General Adult Support
6.3. The Role of Gay-Straight Alliances
6.4. Broader Extracurricular Opportunities
6.5. School-Wide Policies and Academic Programs
6.6. Anti-discrimination Policies
6.7. Inclusive Curriculum
Chapter Nine: Framing Black Boys: Parent, Teacher, and Student Narratives of the Academic Lives of Black Boys
2. The Peril and Promise of Black Boys
3. Black Boys: A Social Problem
4. Black Boys: Aggressive and Scary, Never Victims, Never Scared
5. Black Boys: Unteachable and Undeserving
5.1. Black Boy Narratives
6. Academic Identification
7.1. Black Boy Counter-Narratives
Chapter Ten: Creating Developmentally Auspicious School Environments for African American Boys
2. Challenges in Educating African American Boys
2.2. Factors Affecting African American Boys Underachievement
2.2.1. Harsh, Disparate School Discipline
2.2.2. Poor Teacher-Student Relationships
2.2.3. Low-Quality Instruction
2.2.4. Anti-academic Peer Culture
2.2.6. Weak Home-School Alliances
2.2.7. Trauma and Other Sequelae of Poverty
2.2.8. Socio-Emotional Adjustment Difficulties
2.2.9. Cultural Stereotypes
3. Practices to Create Developmentally Auspicious School Environments
3.1. Foster Effective Classroom Management
3.2. Build Positive Teacher-Student Relationships
3.3. Improve Instructional Quality
3.4. Transform Peer Culture
3.5. Provide Ingroup Mentoring
3.6. Develop Respectful Collaborations with Families
3.7. Scaffold Socio-Emotional Development
3.8. Create Safe Spaces for Children in Low-Income Neighborhoods
3.9. Promote Counter-Stereotypic Narratives About African American Men and Boys
4. Single-Sex Schools: A Means of Rescuing African American Boys?
4.1. Possible Model: The Eagle Academy for Young Men in New York City
4.2. Empirical Evidence for the Efficacy of Single-Sex Education Among African American Boys
5. Conclusions and Future Directions
Contents of Previous Volumes
The Role of Gender in Educational Contexts and Outcomes
( Volume 47 )
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