Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics
Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics
复制标题
教师的性别刻板印象是小学数学教师认知的决定因素
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Joachim Tiedemann
中科院分区：
文献类型：
--
作者：
Joachim Tiedemann
This study analyzes the hypothesized biasing effect of teachers' gender stereotypes on their impressions of their students' competence and effort in mathematics. 48 teachers participated in the study and responded to the questionnaires concerning perceptions of about 300 of their third and fourth grade students. In general, teacher perceptions were consistent with stereotypes of gender differences: Boys have more developmental resources in mathematics. Furthermore, this bias in teacher perceptions of their students' resources in math is linked to the teacher's own category — based, gender role stereotypic beliefs regarding the general distribution of math talent between boys and girls. The finding is moderated by the student's performance level: It only holds for average and low achieving but not for high achieving boys and girls. In this way, students' performance level is an essential mediator-variable in the transmission of teachers' gender stereotypes.
