Gender and ethnic-group differences in causal attributions for success and failure in mathematics and language examinations

The purpose of the present study was to examine gender and ethnic differences among Jewish and Arab high school students in Israel with respect to their causal attributions for success and failure in mathematics and language examinations. The entire sample included 333 ninth graders. Nine causal attributions were examined. It was hypothesized that cultural differences in general and in gender role socialization in particular, between the two ethnic groups, will result in different attributional patterns. The findings indicated larger effects of ethnicity than of gender. The effects were more pronounced in success than in failure attributions. Arab students, compared to Jewish students, exhibited higher endorsement levels on success attributions and lower levels with less differentiation on failure attributions for all four subjects. These results were discussed within the frame work of particular cultural norms.