parent families girls outperform boys in class because they are less affected by the views of parents, according to a study
girls seem more resilient than boys in the prevention of problems at home affect their behavior in school, according to a study that attempts to explain the achievement gap between the sexes.
The trend for girls perform better in recent years the school has become more pronounced in the UK in the last two decades. In 2011, the percentage difference between the proportion of girls gaining A * or A GCSE grades and subjects for males reaching a high of 6.7, compared to only 1.5 percentage points in 1989.
education researchers have attempted to explain the difference through a variety of factors related to the physiology and the environment, including the theory that children are naturally more resistant to a formal system of education.
But the new study, based on detailed data from 20,000 U.S. children over a decade, found no specific evidence of the school on the basis of factors is important. Instead, it was found that children raised outside the traditional two-parent families are more likely to have behavioral problems and self-control at school and were suspended more often. The data ended when the children were about 14 years, but the suspensions are considered a strong indicator of poor school performance later.
This effect is much less pronounced among children raised in nontraditional families. At a time when children were 10 or 11 of the "gender gap" between boys and girls show behavioral problems in school were twice as great for raised by single mothers as traditional families.
The results were in no way intended to stigmatize single parents, he said. "It's obviously a much more complicated than what we're trying to say -. And we're not the first to clarify this point - is that these families are very different in the amount of time they spend with their children, perhaps because they spend more time at work. They have no reason to be smart.
"But we're not really that way. We are documenting this fact, which is already very well accepted, and that because of questions to this entry so different for boys and girls, children are ill these families. " Dylan William, Professor Emeritus of Educational Assessment at the Institute of Education, University of London, said the study adds that "a growing literature to explain exactly how things impact of trauma in children. "
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