<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362020000300741</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002702235</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Gender differences in school performance and attitudes toward school]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diferenças de gênero no desempenho escolar e atitudes em relação à escola]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias de género en rendimiento escolar y actitudes hacia la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Carmen Rodríguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[Monsalud Gallardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[Málaga ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[Málaga ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>108</numero>
<fpage>741</fpage>
<lpage>761</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362020000300741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362020000300741&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362020000300741&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we address gender differences in school performance and attitudes towards school using data from national (in Spain) and international evaluation reports and qualitative research to understand the perceptions of post-compulsory secondary students who continue their studies and do so successfully. Using a sample of twenty-six students (12 girls and 14 boys) who study Baccalaureate and Vocational Training, we investigate through in-depth interviews the shaping of feminine and masculine identities defined both in the reproduction of stereotyped cultural patterns as well as in the resistance and rupture. The findings reveal that girls have a clearer commitment to school work, being still very underrepresented in technical studies whose importance in the labour market is greater.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo trata de diferenças de gênero no desempenho escolar e atitudes em relação à escola usando relatórios de dados de avaliações nacionais e internacionais e pesquisa qualitativa para compreender as percepções dos estudantes do ensino médio que continuaram seus estudos e o fizeram com sucesso. Com uma amostra de 20 alunos (12 meninas e 14 meninos) que estudam Bacharelado e Formação Profissional, investigamos, através de entrevistas em profundidade, a conformação de identidades femininas e masculinas definidas tanto na reprodução de padrões culturais estereotipados, bem como na resistência e na ruptura. Os resultados mostram que as meninas têm um compromisso mais claro com o trabalho escolar, sendo ainda subrepresentadas em estudos técnicos, cuja importância no mercado de trabalho é superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo abordamos las diferencias de género en rendimiento escolar y actitudes hacia la escuela utilizando datos de informes de evaluaciones nacionales e internacionales y una investigación de índole cualitativo para comprender las percepciones de alumnas y alumnos de secundaria postobligatoria que continúan los estudios y lo hacen con éxito. Con una muestra de veintiséis estudiantes (12 chicas y 14 chicos) que cursan Bachillerato y Formación Profesional, indagamos a través de entrevistas en profundidad la conformación de identidades femeninas y masculinas definidas tanto en la reproducción de patrones culturales estereotipados como en la resistencia y la ruptura. Los resultados muestran que las chicas tienen un compromiso más claro hacia el trabajo escolar, estando aún subrepresentadas en estudios técnicos cuya importancia en el mercado de trabajo es superior.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[School performance]]></kwd>
<kwd lng="en"><![CDATA[Attitudes towards school]]></kwd>
<kwd lng="en"><![CDATA[International evaluations]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Realizações escolares]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes em relação à escola]]></kwd>
<kwd lng="pt"><![CDATA[Avaliações internacionais]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Actitudes hacia la escuela]]></kwd>
<kwd lng="es"><![CDATA[Evaluaciones internacionales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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