Gender identity effects on school outcomes

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.