TY - JOUR
T1 - Educational resources and gender norms
T2 - an examination of the actiotope model of giftedness and social gender norms on achievement
AU - Lafferty, Kate
AU - Phillipson, Shane N.
AU - Costello, Shane
PY - 2021
Y1 - 2021
N2 - The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study.
AB - The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study.
KW - achievement
KW - Educational and learning capital
KW - gender
KW - norms
UR - http://www.scopus.com/inward/record.url?scp=85086656724&partnerID=8YFLogxK
U2 - 10.1080/13598139.2020.1768056
DO - 10.1080/13598139.2020.1768056
M3 - Article
AN - SCOPUS:85086656724
SN - 1359-8139
VL - 32
SP - 171
EP - 187
JO - High Ability Studies
JF - High Ability Studies
IS - 2
ER -