Explaining inter- and intrasexual differences in educational achievement :tThe impact of pressure for gender-conformity on study processes

The educational gender gap and gendered study cultures are often studied from the perspective of masculinities theory. However, such analysis often stays qualitative and group based. In this study, we examine the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish 7th grade students, collected at the start and the end of the school year 2012-2013. We investigate the influence of gendered peer cultures in a quantitative way on an individual level by employing the concept of pressure for gender conformity. Results show that boys’ academic self-efficacy is lower when experiencing more pressure for gender conformity. Girls’ academic self-efficacy, however, does not tend to decline when experiencing similar levels of pressure for gender conformity. Moreover, this impact of pressure for gender conformity only appears in the course of the first year of secondary education. The results are discussed in light of gendered expectations for boys and girls, study cultures and developments intrinsic to the first year of secondary education