Gender Gaps in High School Students’ Homework Time

Dados Bibliográficos

ID9735508
AutoresSeth Gershenson (0000-0001-8780-0569, American University, Washington, DC, autor correspondente), Stephen B Holt (0000-0002-9162-661X, American University, Washington, DC)
Ano2015
Volume44
Fascículo8
Páginas432-441
Data de publicação2015-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x15616123
OpenAlexW2267940900
IdiomaEN
Citações recebidas15
Referências citadas34

Gender differences in human capital investments made outside of the traditional school day suggest that males and females consume, respond to, and form habits relating to education differently. We document robust, statistically significant one-hour weekly gender gaps in secondary students’ non-school study time using time diary data from the 2003–2012 waves of the American Time Use Survey (ATUS) and transcript data from the Educational Longitudinal Study of 2002 (ELS). These complementary data sets provide consistent evidence of gender gaps that favor females and are not explained by gender differences in after-school time use, parental involvement, educational expectations, course taking, past academic achievement, or cognitive ability

Academic achievement · Cognition · Demographic economics · Developmental psychology · Gender gap · Human capital · Longitudinal data · Longitudinal study · Mathematics education · Sociology · Demography · Diverse Education Studies and Reforms · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance