Gender Bias in Mathematics Assessment of Primary Students
Research Context
Study examines perceptions of mothers and teachers regarding boys' and girls' math performance.
Utilizes data from a large cohort of nine-year-old children in Ireland.
Key Findings
Both mothers and teachers underestimate girls' math abilities compared to boys.
Gender biases persist regardless of children’s actual performance and academic self-concept.
Mothers’ assessments show gender bias particularly among high-achieving children.
Institutional Perspectives
The study uses feminist institutionalism to analyze gendered power dynamics.
Informal institutional rules contribute to the devaluation of girls in math education.
Female teachers exhibit lower ratings for students' math performance, potentially reflecting their own biases.
Impact on Educational Outcomes
Underestimation of girls' abilities may affect their future academic choices and career prospects.
Calls for addressing gender stereotypes in teacher training and primary education.
Install Browsy