School as a Zero-Sum Game between Boys and Girls: Gender Differences in Perceptions

Several studies have reported the existence of a gender gap in academic achievement in favor of girls (Voyer & Voyer, 2014). The present study aims to investigate students' perceptions of the actual pattern of achievement by assessing their zero-sum beliefs (ZsB)-their tendency to perceive school as a zero-sum game between boys and girls. Based on previous studies showing that a threatening intergroup context influences men's perception of gender relations, we hypothesized that boys, but not girls, are more likely to endorse gender ZsB regarding school in a threatening academic context compared to less threatening contexts. The academic context was manipulated using short texts emphasizing either boys' or girls' aca-demic achievement. As expected, the threatening intergroup comparison context led boys (but not girls) to endorse greater ZsB. Implications for achievement-related outcomes and gender relations are discussed.