Date of Award
2004
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Perry, Louise C.
Abstract
This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
Extent
68 p.
Recommended Citation
Gelman, Lisa Borga, "Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects" (2004). Electronic Theses and Dissertations 2000 - 2009. 759.
https://digitalcommons.fau.edu/etd_general_5/759
Identifier
FADT13170
Comments
Thesis (M.A.)--Florida Atlantic University, 2004.|Thesis (M.A.)--Florida Atlantic University, 2004.