Correspondence Heuristic and Filter-Empowerment Heuristic: Investigating the Reversed Gender Achievement Gap in a Sample of Secondary School Students in Saudi Arabia within the Framework of Educational and Learning Capital

URN to cite this document:

urn:nbn:de:bvb:355-epub-532775 Copy

DOI to cite this document:

10.5283/epub.53277 Copy

Stoeger, Heidrun ; Almulhim, Norah ; Ziegler, Albert

License: Creative Commons Attribution 4.0 PDF - Published Version (1MB)

Date of publication of this fulltext: 28 Nov 2022 14:39

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Alternative links to fulltext:DOIPublisher

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Details

Item type:	Article
Journal or Publication Title:	Education Sciences
Publisher:	MDPI
Volume:	12
Number of Issue or Book Chapter:	11
Page Range:	p. 811
Date:	2022
Institutions:	Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger)
Identification Number:	Value Type 10.3390/educsci12110811 DOI
Keywords:	equity gap; gender; reversed gender achievement gap; learning and educational capital; Saudi Arabia; secondary school
Dewey Decimal Classification:	300 Social sciences > 370 Education
Status:	Published
Refereed:	Yes, this version has been refereed
Created at the University of Regensburg:	Yes
Item ID:	53277

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Abstract

The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the ...

Abstract

The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the fact that more exogenous learning resources (educational capital) selectively reach girls’ actiotopes, enabling them to build more effective endogenous learning resources (learning capital) and, in particular, effective action repertoires. To investigate this assumption, we introduce a filter-empowerment heuristic and contrast it with a simpler correspondence heuristic. We employ the filter-empowerment heuristic and the education and learning capital approach to investigate the reversed gender achievement gap in a sample of secondary school students in the KSA. We test four hypotheses: (a) Girls have higher academic achievement than boys. (b) Girls have more educational capital and (c) more learning capital than boys. (d) Educational and learning capital mediate the relationship between gender and academic achievement. The hypotheses were tested with a sample of 2541 ninth-grade students from 55 KSA schools. The four hypotheses were confirmed and support a filter-empowerment heuristic rather than a correspondence heuristic.

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Metadata last modified: 06 Dec 2022 10:53

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