Thomas A. DiPrete|Jennifer L. Jennings
Social and behavioral skills and the gender gap in early educational achievement
University of Wisconsin–Madison
though many studies suggested social behavioral skills play central role gender stratification processes know little extent skills affect gender gaps academic achievement analyzing data early child longitudinal studykindergarten cohort demonstrate social behavioral skills substantively important effects academic outcomes kindergarten fifth grade gender differences acquisition skills moreover explain considerable fraction gender gap academic outcomes early elementary school boys get roughly academic return social behavioral skills female peers girls begin school advanced social behavioral skills skill advantage grows time part effect may reflect evaluation process rewards students better conform school norms results imply acquisition social behavioral skills enhances learning well results call reconsideration family schoollevel processes produce gender gaps social behavioral skills advantages confer academic later success