The interplay of gender with social and migrant background in the development of elementary school students' interest in mathematics and language arts

Although gender differences in students' domain-specific interest are well-documented, little is known about the stability of such gender differences among young age groups in elementary school. Moreover, few studies have considered differences within gender groups. The present study examines the development of gender differences in students' interest in mathematics and language arts and the role of students' migration and socio-economic background for changes in girls' and boys' domain-specific interests. The sample included 2316 students (48.2 % female; Mage = 9.30 years; 76.4 % born in Germany) assessed at three measurement times in elementary school. Linear growth models revealed stable differences by gender. Interaction effects of gender and migration background as well as gender and socio-economic background were found for interest in language arts, but not for mathematics. Results underline the importance of considering several social categories as well as their interactions when aiming to understand students' subject-specific level of interest and their interest development. •Interest development in mathematics and language in elementary school was studied.•Gender differences in student interest were stable from 3rd Grade to 4th Grade.•Interaction effects were found for the intercept and slope in language interest.•Gender interacted with migration background and socio-economic background.•No interaction effects were found for mathematics interest.