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Gender Bias in Mathematics Assessment of Primary Students

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Research Context

  • Summary Marker

    Study examines perceptions of mothers and teachers regarding boys' and girls' math performance.

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    Utilizes data from a large cohort of nine-year-old children in Ireland.

Key Findings

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    Both mothers and teachers underestimate girls' math abilities compared to boys.

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    Gender biases persist regardless of children’s actual performance and academic self-concept.

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    Mothers’ assessments show gender bias particularly among high-achieving children.

Institutional Perspectives

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    The study uses feminist institutionalism to analyze gendered power dynamics.

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    Informal institutional rules contribute to the devaluation of girls in math education.

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    Female teachers exhibit lower ratings for students' math performance, potentially reflecting their own biases.

Impact on Educational Outcomes

  • Summary Marker

    Underestimation of girls' abilities may affect their future academic choices and career prospects.

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    Calls for addressing gender stereotypes in teacher training and primary education.