A working paper (abstract; PDF) from economists Michael Baker and Kevin Milligan advances another possible explanation for the lagging academic performance of boys — preschool boys, at least. Here’s the abstract:
We study differences in the time parents spend with boys and girls at preschool ages in Canada, the UK and the US. We refine previous evidence that fathers commit more time to boys, showing this greater commitment emerges with age and is not present for very young children. We next examine differences in specific parental teaching activities such as reading and the use of number and letters. We find the parents commit more of this time to girls, starting at ages as young as 9 months. We explore possible explanations of this greater commitment to girls including explicit parental preference and boy-girl differences in costs of these time inputs. Finally, we offer evidence that these differences in time inputs are important: in each country the boy-girl difference in inputs can account for a non-trivial proportion of the boy-girl difference in preschool reading and math scores.
The authors’ results also indicate that the time differences are not due to parents’ gender preferences, but may be related to the opportunity cost of the mother’s time. “Given that time spent reading with children (primarily boys) increases after the introduction of a new child care subsidy, the parental time inputs we study may not be easily substituted by non-parental care,” they write. “Instead, this finding is consistent with a story in which boys are less rewarding to teach, and parents are more willing to persevere with boys once they are not responsible for their care throughout the day.”