Classroom sex composition and first-grade school outcomes: The role of classroom behavior |
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| Authors: | Erin Pahlke Carey E Cooper Richard A Fabes |
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| Institution: | 1. Whitman College, United States;2. Teachers College, Columbia University, United States;3. Arizona State University, United States;1. Whitman College, United States;2. Teachers College, Columbia University, United States;3. Arizona State University, United States;1. Centre for International Development Issues Nijmegen, Radboud University Nijmegen, The Netherlands;2. Department of Sociology, Radboud University Nijmegen, The Netherlands;1. School of Business Administration, Ewha Womans University, Seoul, South Korea;2. Department of Sociology, University of South Carolina, United States;3. Department of Organizational Behavior, Cornell University, United States;1. Department of Sociology, Northwestern University, 1812 Chicago Avenue, Evanston, IL 60208, United States;2. Department of Sociology, Northwestern University, United States;3. Department of Economics, Hebrew University of Jerusalem, Israel;4. Department of Anthropology, Northwestern University, United States;5. Department of Preventative Medicine, Northwestern University, United States;6. Department of Quantitative Health Sciences, University of Massachusetts Medical School, United States |
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| Abstract: | Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 21,409; 10,452 girls and 10,957 boys; mean age = 7.24 years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was examined. Using multilevel modeling techniques and controlling for prior achievement levels, CSC was positively associated with children’s reading achievement at the end of first grade; students performed better in reading in classes with a higher percentage of female students. CSC was also associated with three of the socio-emotional outcomes; controlling for prior levels, students in classrooms with a higher percentage of girls had better self-control and interpersonal skills and fewer internalizing problems. Classroom behavior mediated the effects of CSC on reading achievement and the socio-emotional outcomes. Implications for the composition of first-grade classrooms are discussed. |
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| Keywords: | Sex composition Achievement Socio-emotional outcomes Classroom behavior First grade ECLS-K |
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