According to sociologists, how does gender typically affect educational achievement?

The choice indicating that girls often outperform boys academically aligns with numerous sociological findings regarding educational achievement. In recent decades, research has shown a consistent trend where girls tend to achieve higher grades and perform better in assessments compared to boys, particularly in subjects such as English and the humanities. This trend can be attributed to several factors.

Firstly, sociocultural expectations and gender socialization play a significant role. Girls are often encouraged to develop better communication skills and a strong work ethic from a young age, which translates into academic success. Additionally, classroom environments and teacher biases can favor girls, as many educators view them as more diligent and organized, leading to differential feedback and reinforcement.

Furthermore, educational policies and practices have been evolving to support girls' education, contributing to their improved academic outcomes. The shift towards more inclusive curricula and attention to gender disparities has provided girls with additional resources and opportunities for success.

In contrast, the other options suggest different narratives that do not align with the current sociological consensus. The notion that boys outperform girls is increasingly outdated in many contexts, particularly in secondary and higher education. The claim that gender has no effect on achievement oversimplifies the complexities of educational outcomes that involve various intersecting factors, such as socioeconomic status and educational policies. Lastly