“Male-typicality Disadvantage” in Educational Outcomes Is Reflected in Personal Values, but Not in Personality Traits

Abstract

Women and girls consistently outperform men and boys in educational outcomes. A large body of qualitative work suggests that boys’ difficulties in integrating peer acceptance with being studious may explain this gender gap. Gender differences in personality have also been suggested as an explanation. We investigated whether empirically constructed “male-typicality” in personal values, personality traits, and cognitive performance profiles is related to poorer school performance. In a sample of Finnish 15-year-olds, three male-typicality variables were formed empirically via supervised machine learning techniques. These variables were used to predict 9th grade GPA derived from school records. “Male-typicality” based on personal values and cognitive skills was related to lower GPA, but male-typicality in personality traits was unrelated to GPA. The results tentatively suggest that a male-typical value profile may be problematic for academic effort. The results also suggest that a “girl-typical” cognitive skill profile emphasizing verbal skills may provide students with a small overall educational advantage.