Gender types, self-esteem, and academic achievement in middle school students


The relationship among gender typing, self-esteem, and academic achievement was investigated in 314 middle school participants. Participants were administered the Children’s Sex Role Inventory (CSRI) and the Coopersmith Self-Esteem Inventory-School Form (CSEI). The results of the CSRI and CSEI were compared to each participant\u27s score on the California Achievement Test (CAT). Analysis of variance, chi-square, and Pearson product moment correlation\u27s were utilized to assess relationships among the variables. Results indicated that, in the current sample, self-esteem and achievement were unrelated, aschematic characteristics were correlated with high achievement, girls exhibited higher achievement than boys, both boys and girls responded most frequently to androgyny, and ethnic differences were noted. Implications of the results will be discussed

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