The Relationship of Sex and Academic Performance to Quality of Recommendations for Graduate School

Bibliographic Data

ID12003752
AuthorsJayne E Stake (University of Missouri–St. Louis, corresponding author), Elaine F Walker (0000-0002-9798-8101, University of Missouri–St. Louis), Mary V Speno (University of Missouri–St. Louis)
Year1981
Volume5
Issue4
Pages515-522
Publication date1981-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology of Women Quarterly (JOURNAL)
Journal identifiersISSN: 0361-6843 • E-ISSN: 1471-6402
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1111/j.1471-6402.1981.tb00590.x
OpenAlexW2006443384
LanguageEN
Citations received3
References cited20

To determine the relationship of sex and academic performance to recommendations to graduate school, 410 letters of recommendation were examined by two raters who were blind to the sex of the applicants and referees. Letters were rated for eleven personal qualities and for indications of weaknesses. Grade point average was found to be related to ratings of intellectual potential ( p < .001), academic performance ( p < .001), research ability ( p < .02), and motivation ( p < .01). The main effect of sex of applicant was not significant for any variable; however, referees tended to describe same-sex applicants as having more motivation and fewer weaknesses than opposite-sex applicants

Developmental psychology · Graduate students · Medical education · Pedagogy · Quality (philosophy · Sex discrimination · Strengths and weaknesses · Applied Psychology · Education, Achievement, and Giftedness · Gender Diversity and Inequality · Gender Roles and Identity Studies · Medicine · Psychology · Social Psychology

Tools

Open DOISci-Hub