The Literacy Achievement Gap between Male and Female Elementary School Students and Teacher Perceptions on How to Close This Gap

Abstract

This grounded theory study explores literacy achievement among male and female elementary school students. It focused on the perceived gap between genders and teachers' perspectives on narrowing this divide. Despite progress in education, educators still face ongoing challenges in literacy achievement disparities, where gender often plays a significant role. Through qualitative inquiry grounded in theoretical sampling and constant comparative analysis, this study sought to uncover the nuanced perceptions of elementary school teachers regarding the literacy achievement gap and strategies for its mitigation. Drawing upon data collected from in-depth interviews with a diverse sample of elementary school teachers, this study elucidated the multifaceted nature of the literacy achievement gap. Themes emerged from the data, showing teachers' diverse views on the factors affecting literacy outcomes in male and female students. These factors encompassed cognitive, socio-cultural, and pedagogical dimensions, highlighting the interconnectedness of individual, classroom, and systemic influences. A key aspect of the findings was teachers' detailed views on effective strategies to bridge the literacy achievement gap. Educators described various instructional approaches, classroom practices, and interventions to meet the diverse needs and learning preferences of male and female students. Moreover, teachers emphasized the importance of fostering a supportive and inclusive learning environment that celebrates diversity, challenges stereotypes, and promotes equitable opportunities for literacy engagement. The study's theoretical implications reached beyond the immediate context, providing insights into the complex relationship among gender, literacy, and education. Based on the voices and experiences of educators in practice, this research aids in developing evidence-based practices and interventions to improve literacy outcomes and promote educational equity. This study sheds light on teacher perceptions and practices. It offers valuable guidance for educators, policymakers, and researchers working to reduce the literacy achievement gap and foster inclusive learning environments in elementary schools.