Author Type

Graduate Student

Date of Award

2001

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Perry, Louise C.

Abstract

Children's (Grades 4--8) gender identity was examined as a predictor of academic self-concept, achievement, attitudes, and conduct. Three gender identity components were assessed: (a) feelings of being typical of one's gender, (b) feeling content with one's gender assignment, and (c) feeling pressured to conform to one's gender. It was expected that gender typicality and contentedness would be positive influences, whereas felt pressure would be a negative influence. Results were partially supportive, but showed that relationships varied substantially with child gender and the gender-normative relevance of a given academic domain (math vs. English). It was concluded that gender identity factors have importance not only for children's personal/social adjustment but also for their academic outcomes.

Extent

51 p.

Comments

Charles E. Schmidt College of Science|Thesis (M.A.)--Florida Atlantic University, 2001.|Charles E. Schmidt College of Science

Identifier

FADT12859

Format

pdf

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