Home as a Gendered Space for Early Biliteracy Development: The Case of
Chinese-Canadian First Graders
This mixed-method study examines how different home literacy
environments shape gender differences in Chinese-Canadian first graders’
(N=76) bilingual lexical attainment and literacy engagement.
Quantitative analyses indicate that Chinese-Canadian girls outperform
boys in both L1 and L2 vocabulary. Gender differences were not
associated with quantity of language exposure at home in either language
but rather with quality of home language input. Quality was found to be
differentially associated by gender with boys having quality input in
both languages at home. Results reveal that parents engage in more
quality home literacy practices with girls than boys. Parental
expectations and belief in gender differences, particularly girls’
superiority in language learning and self-regulation, shaped gendered
home literacy engagement.