Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Lasater, Kara

Committee Member

Brady, Kevin

Second Committee Member

Hensley, Michael

Keywords

Achievement Gap; Early Elementary; English Language Arts; Expectancy Value Theory; Gender; Student Motivation

Abstract

This study examined the sociocultural and educational factors contributing to the gender-based achievement gap in early elementary English Language Arts (ELA). While research has examined the gender-based achievement gap related to female-identifying students in STEM disciplines, there is less emphasis on the underperformance of male-identifying students in ELA. Earlier research often emphasized biological explanations rather than the influence of environment and instructional practices. This study was guided by the Expectancy-Value Theory and Social Role Theory to better understand how home environments, gender norms, instructional practices, and student perception of literacy influence student engagement and performance in Kindergarten through third grade. A mixed-methods design that collected quantitative benchmark performance data as well as qualitative data from parent/guardian and teacher surveys, classroom observations, and teacher interviews revealed minimal and inconsistent results in quantitative ELA performance between male-identifying and female-identifying students. Qualitative data revealed noticeable differences in literacy engagement patterns. Male-identifying students were more likely to engage with interactive, kinesthetic lessons with opportunities for discussions while female-identifying students demonstrated sustained engagement with independent practice in traditional reading and writing tasks that focused less on movement. Male-identifying students also tended to engage more with texts that focused on nonfiction works than literary works. Sociocultural influences including parental expectations and gendered perceptions of literacy activities also shaped students’ perceptions and attitudes toward ELA. These findings emphasize the value of flexible instructional design and teaching practices aimed at supporting diverse student learning preferences. While this study is limited in its focus on a single, relatively small, suburban school district, future research can benefit from these findings and the growing body of research aimed at closing the gender-based achievement gap in ELA. Implications for policy, practice, and future research are discussed particularly in relation to designing inclusive literacy instruction and examining the role of expectancy beliefs and social norms in academic achievement.

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