Understanding gender gaps in education

Supervisor: Dr Nadia Jessop

A) Rationale for the project

Gender differences in academic attainment and mental health are widely studied, as are the links between mental health and academic attainment. Gender interacts with the learning environment, and psychosocial factors (e.g. mental health, belongingness) to influence attainment. However, few studies explicitly link the gender differences in mental health to gender differences in academic achievement. A first step in understanding the link between gender differences in mental health and gender differences in attainment, is understanding the common causes and consequences of both, as well as identifying commonalities in what works and doesn't work across interventions meant to address each issue.

B) References that should be read

Ciocanel, O., Power, K., Eriksen, A., & Gillings, K. (2017). Effectiveness of Positive Youth Development Interventions: A Meta-Analysis of Randomized Controlled Trials. Journal of Youth & Adolescence, 46(3), 483–504. https://doi.org/10.1007/s10964-016-0555-6

Gutman, L. M., & Codiroli McMaster, N. (2020). Gendered Pathways of Internalizing Problems from Early Childhood to Adolescence and Associated Adolescent Outcomes. Journal of Abnormal Child Psychology, 48(5), 703–718. https://doi.org/10.1007/s10802-020-00623-w

King, T. L., Singh, A., & Milner, A. (2019). Associations Between Gender-Role Attitudes and Mental Health Outcomes in a Nationally Representative Sample of Australian Adolescents. Journal of Adolescent Health, 65(1), 72–78. https://doi.org/10.1016/j.jadohealth.2019.01.011

Needham, B. L. (2009). Adolescent Depressive Symptomatology and Young Adult Educational Attainment: An Examination of Gender Differences. Journal of Adolescent Health, 45(2), 179–186. https://doi.org/10.1016/j.jadohealth.2008.12.015

Smith, N. R., Marshall, L., Albakri, M., Smuk, M., Hagell, A., & Stansfeld, S. (2021). Adolescent mental health difficulties and educational attainment: Findings from the UK household longitudinal study. BMJ Open, 11(7), e046792. https://doi.org/10.1136/bmjopen-2020-046792

Telzer, E. H., & Fuligni, A. J. (2013). Positive Daily Family Interactions Eliminate Gender Differences in Internalizing Symptoms Among Adolescents. Journal of Youth and Adolescence, 42(10), 1498–1511. https://doi.org/10.1007/s10964-013-9964-y

Yu, J., McLellan, R., & Winter, L. (2021). Which Boys and Which Girls Are Falling Behind? Linking Adolescents’ Gender Role Profiles to Motivation, Engagement, and Achievement. Journal of Youth and Adolescence, 50(2), 336–352. https://doi.org/10.1007/s10964-020-01293-z

C) Research aims and questions

Are gender differences in education linked to gender differences in mental health?
What are the common underlying factors of gender differences in attainment and mental health?
What works and what doesn’t work in improving adolescent mental health and attainment across genders?

D) Methods

Methods will be determined by students based on the specific research question being addressed. Typically students will either collect new data or use secondary data, to which they apply advanced statistical methods such as structural equation modelling (including longitudinal and multilevel SEM) and cluster analysis/latent profile analysis. Additionally, the use of mixed methods approaches, especially innovative qualitative approaches such as participatory research methods, is also applicable.