Introduction Research report A student's academic proficiency and success are gauged by their final class grade, which mirrors their capacity to comprehend and assimilate the course material. This, in turn, indicates their academic achievement. There may be variations in final grades between males and females, despite the common belief that employers do not ask for academic transcripts, they do evaluate your academic performance. This literature review will delve into the notion that final grades are not solely determined by gender, but also by the psychological differences between the genders. Additionally, we will explore sociocultural gender biases and personality traits and their impact on behavior. Literature review In 2016, Carvalho carried out a research project to investigate the potential impact of personality traits on gender and academic performance. The study involved approximately 350 adolescents aged 14-18. A variety of tools and surveys were employed to collect the necessary data. Multivariate Analysis of Variance was utilized to illustrate the students' personalities. The researchers discovered a lack of correlation between gender and academic achievement, indicating a lack of restraint. The findings were inconclusive due to the minimal differences observed between genders. However, the study provided deeper understanding into the reasons behind the varying performance levels of boys and girls in school. || The mental implications of personal issues on a student's academic performance often go unnoticed. A study was conducted to investigate the academic success of boys and girls diagnosed with a psychological disorder known as developmental coordination disorder (DCD). The researchers analyzed approximately 75,000 profiles from 17 different countries to interpret their findings. The results indicated that boys with DCD face more academic challenges than girls. They also demonstrated lower literacy and numerical skills, and poorer balancing abilities, which correlated with a lower GPA throughout the year (De Waal et al., 2018). The primary objective of this study was to examine the gender disparities in academic success, considering psychological and sociocultural influences. Hadjar et al. (2014) noted that there are typical behaviors and patterns associated with socialization. They also mentioned that boys are more likely to start school earlier than girls due to learning difficulties. It's worth considering that certain areas, such as math and reading, are prioritized in the educational system. This prioritization can influence when children start their education. In a research conducted by Kupczynski et al. (2014), the correlation between the final grades of online learners and their gender characteristics was examined. The study involved 959 students from a Texas university. The researchers utilized the social identity theory as a basis, along with mediating factors, to elucidate the academic differences between males and females. The study concluded that gender identity significantly influences the achievement of academic goals. The researchers scrutinized demographics and academic records using ANCOVA, a combination of ANOVA and regression. The study also found a peculiarly strong interaction between gender and academic success, particularly among students who were underperforming. Methods Participants In an Arizona high school, there are 105 students aged between 15 and 18, comprising 41 males and 64 females. These students span from freshman to senior year. The data we will be collecting pertains to their final grades from each class. Measures Utilizing the chi-squared test to evaluate the correlation and mutual dependence between gender and academic achievement, as determined by their final grade in any course they undertake. Procedure Utilizing a correlational research design, I was able to investigate the relationship between my two variables. This approach simplified my task of determining if gender influences academic performance. Participants were recruited through flyers distributed around the school, and they voluntarily completed a questionnaire. This questionnaire gathered information on demographics, parental educational achievements, race, ethnicity, and the primary language spoken at home. Participants were grouped according to their gender and reported their final grade in a specific class. Factors such as home language and race, which could potentially || Results After gathering all the necessary data, I performed a chi-squared test to determine if there was a significant deviation between the expected and observed data. This method was chosen as it provides more insight into the relationship between the two variables. I processed the data through SPSS to understand the potential connection between my two variables. This analysis would reveal if there is a correlation between them. Specifically, I aimed to ascertain whether gender influences the final grade. Upon analyzing the data in SPSS, the resulting p-value was .145. This value significantly exceeds the alpha target of .05, indicating that the results were not statistically significant. Consequently, there is insufficient evidence to reject the null hypothesis at this time. The findings suggest that gender does not significantly impact academic performance, with a test statistic of (27, N=105)=34.74 and a p-value of .145. The effect size is .575, suggesting that over half of the class performs at a similar rate, regardless of gender. Further research is necessary to explore the potential relationship between gender and academic achievement more comprehensively. = Discussion The findings from my study diverged from the existing literature. There appeared to be no correlation between gender and academic achievement in my data. This lack of evidence may be due to the non-random selection of participants in my research. My study was somewhat generalized, as I did not examine other potential influential factors such as personality traits or parental academic achievement levels. I am confident in the reliability of my data, which was gathered from archival and demographic information. The absence of survey or test data, and the reliance on school performance, could potentially enhance the validity of the study. However, it's important to note that final grades may not always accurately reflect academic ability. The sample population lacked cultural diversity, which limits the external validity of the study. This is not representative of the diverse population of Arizona, let alone the United States or the world. Summary and Conclusion Further research is required to develop a comprehensive hypothesis regarding the factors influencing academic performance across different genders, as well as other potential variables. Although our current findings do not show statistical significance, the topic remains open for more extensive investigation to reach a definitive conclusion.