The study explored sex differences in class rank. 2,300 children, a total of 1,301 boys and 999 girls in Grades 1, 2, 3, 4, 5, 6, 7, and 8 served as subjects (N = 2,300). (a) More girls than boys were in the first top five class positions in Grades 1, 2, and 3. (b) No sex differences were found for Grades 4 and 5, and (c) more boys than girls were in the top five positions in Grades 6, 7, and 8. Is this a developmental phenomenon related to the differential growth of language and cognitive abilities?
Get full access to this article
View all access options for this article.
References
1.
Arap-MaritimE. K.Sex differences in the vocational aspiration and sex-role perceptions of primary children in rural Kenya. Journal of Social Psychology, 1984, 124, 159–164.
2.
Arap-MaritimE. K.The dependence of “O” and “A” level results on the sex of examinees. Kenya Journal of Education, 1985, 2, 21–46.
3.
Central Bureau of Statistics. Economic survey. Nairobi: Ministry of Finance and Planning, 1985.
4.
Central Bureau of Statistics. Economic survey. Nairobi: Ministry of Finance and Planning, 1986.
5.
EshiwaniG. E.Women's access to higher education in Kenya, a study of opportunities and attainment in science and mathematics education. In WereS. G. (Ed.), Women and development in Africa. Nairobi: Gideon S. Were Press, 1985. Pp. 91–110.
6.
GriffithsD.SaragaE.Sex differences and cognitive abilities: a sterile field of enquiry. In HartnettO.BodenG.FullerM. (Eds.), Sex-role stereotyping. New York: Tavistock, 1979. Pp. 17–45.
7.
LooftW. R.Sex differences in the expression of vocational aspirations by elementary school children. Developmental Psychology, 1971, 5, 366. (a)
