Understanding gender bias in teachers' grading: The role of gender stereotypical beliefs

被引：12
|
作者：
Doornkamp, L. [1 ]
Pol, L. D. Van der [1 ]
Groeneveld, S. [2 ]
Mesman, J. [1 ]
Endendijk, J. J. [3 ]
Groeneveld, M. G. [1 ]
机构：
[1] Leiden Univ Coll, Univ Leiden, Turfmarkt 99, NL-2511 DC The Hague, Netherlands
[2] Leiden Univ, Inst Publ Adm, Turfmarkt 99, NL-2511 DC The Hague, Netherlands
[3] Univ Utrecht, Child & Adolescent Studies, Heidelberglaan 1, NL-3584 CS Utrecht, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2022年 / 118卷
基金：
欧洲研究理事会;
关键词：
Gender grading bias; Implicit gender stereotypes; Implicit gender -typed associations; Implicit gender -typed expectations; IMPLICIT ASSOCIATION TEST; STUDENTS ABILITY; DOUBLE-STANDARD; TEST-SCORES; WOMEN; BOYS; EXPECTATIONS; PERCEPTIONS; ATTITUDES; SCIENCE;
D O I：
10.1016/j.tate.2022.103826
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study experimentally tested the influence of secondary school students' gender on Dutch language and math teachers' grading (n 1/4 358) and examined the role of teachers' gender and gender stereotypes in gender grading bias. Results showed that grading, on average, was not gender biased. However, differences between teachers' gender grading bias were related to their gender stereotypes. Although we found no direct effect of teachers' gender on grading bias, for math we found an indirect effect through their gender stereotypes. This study provides evidence for the role of teachers' gender stereotypes in gender grading bias that thus far had only been assumed.(c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
引用
收藏
页数：14
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