Gender gaps in the evaluation of academic abilities and their role in shaping study CHOICES

Abstract

This study examines gender gaps in ability grouping based on students’ appraisals of their math and Spanish language abilities. The role of these ability groupings in predicting students’ university studies was also analyzed. 796 secondary students participated (mean age=16 years, S.D=.81). The self-criterion residual method resulted in three groups: over-estimators, realistic, and under-estimators. The classification analysis with linear regressions show that female students fell into the under-estimator math group, whereas male students into the under-estimator Spanish group. However, female students were more likely to belong to the over-estimator Spanish group, whereas male students to the over-estimator math group. In addition, the logistic regressions suggested that students who over-estimated their math ability were more likely to pursue STEM studies, whereas students who underestimated their math ability more likely opted for studies related to humanities and social sciences. The practical implications with regards to study choices and gender-role assumptions are discussed.