Abstract
In this quantitative study, questionnaire data of fifty-two third- and fourth-grade teachers were analyzed using MANOVA tools. Teachers were asked to consider boys' and girls' achievement in mathematics, giving their views on the reasons for the students' successes and failures and describing their learning characteristics. Teachers thought that their average achieving girls were less logical than equally achieving boys. The girls were thought to profit less than boys from additional effort and to exert relatively more effort to achieve the level of actual performance in mathematics. Teachers rated mathematics as more difficult for average achieving girls than for equally achieving boys. With regard to girls, teachers attributed unexpected failure more to low ability and less to lack of effort than with boys. The results increase our understanding of stereotypical teacher beliefs that might help explain gender differences in achievement and in subsequent occupational choices.
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Tiedemann, J. Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics 41, 191–207 (2000). https://doi.org/10.1023/A:1003953801526
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DOI: https://doi.org/10.1023/A:1003953801526