Gender disparities in parental linguistic engagement and in children's language development

Girls tend to outperform boys in language development and literacy, but the reasons behind this remain unclear, particularly whether the family environment plays a role. This study examines gender differences in parental linguistic engagement and its effect on language outcomes. Using data from the French birth cohort Elfe (ranging from 14,000 children for early outcomes to 4000 for later outcomes), parental questionnaires assessed linguistic engagement from ages 1 to 5. Children's language outcomes were measured via the McArthur-Bates CDI at age 2, and language and literacy tests in preschool and first grade. Analyses showed that parents engaged more with girls than boys (standardized beta = 0.10 to 0.17), and this engagement partially mediated the relationship between sex and language outcomes (mediation 6 % to 19 %). These findings suggest that parental language engagement contributes to sex differences in language development, with implications for designing interventions that ensure equitable language opportunities for all children. Educational relevance statement: This study explores how parental linguistic engagement differs between boys and girls and how it influences children's language development. By analyzing data from a large French birth cohort, we found that parents tend to engage more with girls than boys in early childhood, and this increased engagement partly explains why girls often perform better in language and literacy skills. These findings suggest that parental linguistic engagement contributes to gender differences in language development and suggest that targeted interventions may help bridge the gap, ensuring that both boys and girls have equal opportunities to develop strong language skills, which are essential for academic success and lifelong learning.