Gender Differences in the Scientific Achievement of Adolescents: Effects of Age and Parental Separation

This article examines a hypothesis claiming that there is a less positive association of science achievement with age in adolescence among girls than among boys, a hypothesis based on assumptions about the effect of traditional feminine stereotypes on adolescent girls. Data from 1,747 seventh and ninth graders support the prediction only for those living with both parents. The female disadvantage is larger among those with separated parents, regardless of age. This finding is interpreted, ex post facto, in terms of separated mothers becoming stronger models for traditionally feminine roles as they become involved in heterosexual activities. For 1,252 of the subjects, the same pattern is found in effects on change in science achievement over the preceding two years of the adolescents' lives.