Gender Differences in Educational Achievement in Public Education: Parental Perspectives in the U.S. and Korea

Abstract

As international statistics show a widening educational achievement gap by gender, with girls as a group achieving at higher levels in most academic subjects than boys, it is vital to examine parental perceptions of their children’s gender relating to educational achievement. This study, utilizing social learning and parental involvement theories, and grounded theory methodology, involved 40 parent interviews in the United States and Korea regarding parental perspectives and attitudes towards their secondary school children’s educational achievement. Findings included; (1) sons are regarded as exhibiting fewer school success skills and thinking less about the future than daughters, (2) daughters are seen as more compliant, expending more effort while having a more positive attitude towards school than sons, (3) more effort is required to motivate sons than daughters, and (4) positive male role models for boys are often lacking.