Francisco J García Bacete, Ghislaine Marande, Amori Yee Mikami
Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children
Journal of school psychology
using mixedmethods research design study compares academic performance males females studying stem subjects courses university level senior high school level performance factors contributing gender differences academic performance two levels educational ladder also explored overall results show academic performance males better females senior high school level whilst tertiary level academic performance females appeared improved relative males whilst gender stereotypes contributed greatly differences academic performance high school level factors teaching methodologies styles motivation support parents advocacy campaigns womens empowerment accounted improved academic performance females tertiary levels hand males engagements extracurricular activities economic ventures also linked broader socioeconomic influences economic hardship financial constraints gendered ideologies tend affect academic performance males level recommend whilst emphasis placed getting females stem disciplines careers equally important focus males requires continuous education sensitisation gender stereotypes policy measures sustain males females stem overall national development