In this study girls (n = 30) reported a statistically significantly greater capacity for caring compared to boys ( n = 30) on the caring domain of the International Baccalaureate Primary Years Program Student Self Assessment Learner Profile. However, the null hypothesis was not rejected for boys' and girls' reported levels of risk-taking behavior running counter to literature suggesting that boys are ipso facto bigger risk-takers than girls. However, in this study a greater advantaged classroom performance was not consistent with the research literature positing a stronger classroom performance in language arts (reading and writing) for girls compared to boys or a greater advantaged classroom performance in science and math for boys compared to girls. Overall, statistical equipoise was observed for all academic comparisons including reading, language, math, science, and social studies teacher ratings of classroom performance. It is recommended that further research compare boys and girls as they mature and participate in the International Baccalaureate Middle Years and high school International Baccalaureate Diploma Programs to determine overall preparedness for post-secondary studies. International Baccalaureate programs must increasingly include racially and economically diverse students.
|Advisor:||Hill, John W.|
|School:||University of Nebraska at Omaha|
|Department:||Educational Administration and Supervision|
|School Location:||United States -- Nebraska|
|Source:||DAI-A 69/09, Dissertation Abstracts International|
|Subjects:||Educational administration, Curriculum development, Gender studies|
|Keywords:||Boys, Girls, Global citizenship, Intermediate grade, International Baccalaureate, Primary years curriculum|
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