Sex Differences in Language Proficiency of Mexican-American Third and Fourth Graders

Abstract

Mexican-American third and fourth graders (n = 162) were administered a language proficiency test (Moreno Test of Oral Proficiency) and vocabulary test (Peabody Picture Vocabulary) in English and Spanish on two occasions. Males scored significantly higher on Spanish proficiency contrary to general research findings. The sample was further divided into high and low Spanish-ability groups and analyzed with parallel results. However, female scores on Spanish proficiency were even lower for the high group than the low. A cultural inhibition hypothesis was proposed based, in part, on Maccoby's integrative hypothesis to account for these results.