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Children’s Academic Achievement and Behavior Problems at the Intersection of Gender and Family Environment

Using data from the National Longitudinal Study of Youth, this article investigates whether gender differences in children’s math, reading and behavior problems vary across mothers’ education and family structure. Drawing on the framework of intersectionality, we expect that boys growing up with less educated mothers and in single-parent families may lag more strongly behind girls in reading and behavior problems. In math, they may be less ahead than their peers from more advantaged backgrounds. Our findings provide evidence for the expected heterogeneity of gender differences by maternal education but not by family structure. This may suggest that cultural norms connected to education are more important than family resources and the presence of (male) role models in explaining the observed heterogeneity across family circumstances. We replicated these findings for academic achievement with data from the Early Childhood Longitudinal Study.