scholarly journals Implicit Stereotypes: Evidence from Teachers’ Gender Bias*

2019 ◽  
Vol 134 (3) ◽  
pp. 1163-1224 ◽  
Author(s):  
Michela Carlana
Keyword(s):  
Standardized Tests ◽  
Gender Gap ◽  
Gender Stereotypes ◽  
Test Performance ◽  
Math Performance ◽  
Full Potential ◽  
Math Ability ◽  
Math Teachers ◽  
Implicit Stereotypes ◽  
Self Confidence

Abstract I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the score of girls in standardized tests, substantially increases when students are assigned to math teachers with stronger gender stereotypes. Teacher stereotypes induce girls to underperform in math and self-select into less demanding high schools, following the track recommendation of their teachers. These effects are at least partially driven by lower self-confidence on math ability of girls exposed to gender-biased teachers. Stereotypes impair the test performance of girls, who end up failing to achieve their full potential. I do not detect statistically significant effects on student outcomes of literature teacher stereotypes.

scholarly journals Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

2012 ◽  
Vol 26 (2) ◽  
pp. 290-322 ◽  
Author(s):  
Catherine Riegle-Crumb ◽  
Melissa Humphries
Keyword(s):  
High School Teachers ◽  
Gender Stereotypes ◽  
Teachers Perceptions ◽  
Math Ability ◽  
Math Teachers ◽  
White Males ◽  
Perceptions Of Students ◽  
Ethnic Subgroups ◽  
Nationally Representative ◽  
Racial Ethnic

This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Analyses of nationally representative data from the Education Longitudinal Study of 2002 (ELS) reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females, which although relatively small in magnitude, suggests that teachers hold the belief that math is just easier for white males than it is for white females. In addition, we find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

scholarly journals The effect of gender stereotypes on young girls’ intuitive number sense

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258886
Author(s):  
Antonya Marie Gonzalez ◽  
Darko Odic ◽  
Toni Schmader ◽  
Katharina Block ◽  
Andrew Scott Baron
Keyword(s):  
Gender Stereotypes ◽  
Number Sense ◽  
Number System ◽  
Math Performance ◽  
Approximate Number System ◽  
Math Ability ◽  
Young Girls ◽  
And Gender ◽  
Math Test ◽  
The Impact

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls’ intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3–6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children’s explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.

scholarly journals Moving beyond Limitations: Designing the Helpdys App for Children with Dyslexia in Rural Areas

2021 ◽  
Vol 13 (13) ◽  
pp. 7081
Author(s):  
Andres Larco ◽  
Jorge Carrillo ◽  
Nelson Chicaiza ◽  
Cesar Yanez ◽  
Sergio Luján-Mora
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Rating Scale ◽  
Language Disorder ◽  
Educational Games ◽  
Mobile App ◽  
Literacy Skills ◽  
Full Potential ◽  
Positive Contribution ◽  
Self Confidence

Dyslexia is a relatively common language disorder which is generally ignored in rural communities. It hinders children’s learning processes and, in some cases, is the cause of dropouts or violence in schools. The present work strives to create a web and mobile app as a preliminary step towards the diagnosis and treatment of dyslexic children. Apps providing didactic educational games and activities improve literacy skills for students with reading disabilities. The current work incorporates user experience and prototyping to fulfill app requirements. The authors evaluated the apps with the Mobile App Rating Scale (MARS) tool to assess engagement, functionality, aesthetics, and information. The app’s improvements were immediately implemented and tested in the “Escuela Linea Equinoccial” (Ecuador) school, proving its utility for future use in the education system. The app can be a valuable tool for children with dyslexia to progress successfully through school, raising their self-confidence and, thereby, helping them reach their full potential as adults able to make a positive contribution to society.

scholarly journals Custody and Care of Children in Spain: Can the Two Rights be Reconciled?

2021 ◽  
Author(s):  
Marcela Jabbaz Churba
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Parental Authority ◽  
Decision Making Process ◽  
Gender Based Violence ◽  
Judicial Process ◽  
Gender Based ◽  
And Gender ◽  
Children’S Voices ◽  
The Impact

AbstractThis study aims to analyse the legal decision-making process in the Community of Valencia (Spain) regarding contentious divorces particularly with respect to parental authority (patria potestas), custody and visiting arrangements for children, and the opinions of mothers and fathers on the impact these judicial measures have had on their lives. It also considers the biases in these decisions produced by privileging the rights of the adults over those of the children. Three particular moments are studied: (1) the situation before the break-up, focusing on the invisible gender gap in care; (2) the judicial process, where we observe the impact of hidden gender-based violence and gender stereotypes; and (3) the situation post-decision, showing how any existing violence continues after divorce, by means of parental authority. The concept of ‘motherhood under threat’ is placed at the centre of these issues, where children’s voices are given the least attention.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

scholarly journals Advertising Gender Performance: How Femvertising Represents Women

Inter ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 63-88
Author(s):  
Elizaveta Panarina
Keyword(s):  
Gender Stereotypes ◽  
Social Problems ◽  
Domestic Work ◽  
Female Gender ◽  
Gender Performance ◽  
Communication Strategy ◽  
Gender Representations ◽  
Self Confidence ◽  
Female Image ◽  
New Generation

The article analyzes the phenomenon of femvertising as a marketing and communication strategy aimed at women, ideologically inspired by feminisms, destroying gender stereotypes. It is contrasted with advertisements that exploit the female image, sexualize women or show women in the context of only domestic work. Based on the works of E. Becker-Herbie, M. Mendenez, K. Linder, as well as I. Goffman, the article analyzes female gender displays in advertising for the Russian audience. The repertoire of analyzed gender representations in advertising demonstrates the content of femvertising: from a set of social problems that oppress women to a broadcast discourse of strength, independence, solidarity and self-confidence. The question that remains open is whether femvertising can sell as well as it can mobilize a new generation of forward thinking.

scholarly journals “FATHERING JAPAN” :DISKURSUS ALTERNATIF DALAM HEGEMONI KETIDAKSETARAAN GENDER DI JEPANG

2018 ◽  
Vol 9 (1) ◽  
pp. 62
Author(s):  
Yusy Widarahesty
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Birth Rate ◽  
Active Role ◽  
Child Rearing ◽  
Non Profit ◽  
Alternative Approach ◽  
The Social ◽  
Security Problem

The phenomenon of gender gap in Japan has brought many impacts of change in Japan from the declining birth rate and including the emergence of non-profit organizations (NPO) action groups namely "Fathering Japan"(Ikumen) founded by Tatsuya Ando in 2006, which tried to present as a form of resistance ideology from the myth of "Gender Stereotypes" hegemony in Japan.Ando established the NPOto encourage present and future fathers to play a more active role in child-rearing.“The priority of traditional Japanese fathers is work ... they don't know what to do even when they come home early," said Tetsuya Ando. Thus, it is important to study this social and cultural phenomenon to understand the whole structure of Japanese non-traditional security problem that can be seen through the “Fathering Japan” as a new discourse. By using the discourse alternative approach to analyze the role of the social movement of "Fathering Japan" (Ikumen) as the resistance ideology from Japan cultural mythology, the study was conducted by using qualitative methods through the Discourse Analysis by Ernesto and Chantal Mouffe.Keywords: Fathering Japan, discourse, Non Profit Organization, gender gap, JapanAbstrakFenomena kesenjangan gender di Jepang telah membawa banyak dampak perubahan di Jepang dari tingkat kelahiran yang menurun dan termasuk munculnya  Organisasi Non Profit  (NPO) yaitu "Fathering Japan" (Ikumen) yang didirikan oleh Tatsuya Ando pada 2006, yang mencoba menyajikan bentuk ideologi perlawanan dari mitos hegemoni "Gender Stereotypes" di Jepang. Ando mendirikan NPO untuk mendorong ayah hadir di masa depan untuk memainkan peran yang lebih aktif dalam membesarkan anak. "Prioritas ayah tradisional Jepang adalah pekerjaan ... mereka tidak tahu apa yang harus dilakukan bahkan ketika mereka pulang lebih awal," kata Tetsuya Ando.Dengan demikian, penting untuk mempelajari fenomena sosial dan budaya ini untuk memahami keseluruhan struktur masalah keamanan non-tradisional Jepang yang dapat dilihat melalui "Fathering Japan" sebagai diskursus baru. Dengan menggunakan pendekatan diskursus alternatif  untuk menganalisis peran gerakan sosial "Fathering Japan" (Ikumen) sebagai ideologi perlawanan dari mitologi budaya Jepang, penelitian ini dilakukan dengan menggunakan metode kualitatif melalui Analisis Wacana oleh Ernesto dan Chantal Mouffe .Kata kunci: fathering Jepang, diskursus, NPO, ketimpangan gender, Jepang

scholarly journals Gender Discourses as a ‘Technology of Power’ in Nepalese Primary Level Textbooks

2019 ◽  
Vol 9 ◽  
pp. 129-140
Author(s):  
Pragya Paneru
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Gender Stereotypes ◽  
Developed Countries ◽  
Gender Representations ◽  
Male And Female ◽  
Primary Level ◽  
Gender Binary ◽  
Nutritional Health ◽  
And Gender

 The Gender gap is one of the most prominent problems in the context of Nepal. Even if Nepal constitution promotes gender equality and equity, there is still a huge gap between male and female. Women lag in literary percentage, nutritional health conditions, ownership, and employment opportunities. One of the obstacles in the path of gender equality is our systemic education materials especially our textbooks which reinforce the stereotypical concept of male and female through textbook representations. Researchers have shown that gender stereotypes have been seen in the textbooks of highly developed countries like America, Australia, and Hongkong. In this context, all the compulsory textbooks of grade four and five prescribed by the Curriculum Development Centre in the context of Nepal were observed. In all the books, stereotypical representations of male and female characters were found. Most of the men and women were presented doing conventional gender roles, and male-centered themes are found in the narratives. This research claims that when conventional attitude regarding gender is transferred to young children, it ultimately reproduces similar gendered personalities and helps to maintain the gender gap. This research uses the concept of ‘technology of power’ by Foucault to interpret gender representations in textbooks. A Ccritical Discourse Analysis has been used to analyze the data from textbooks. The findings suggest that there are biased gender representations suggesting stereotypes and gender binary which could potentially affect the learners both male and female as it fosters false knowledge regarding gender and overburdens the male whereas humiliates the females.

Influence of Test Anxiety on Measurement of Intelligence

2003 ◽  
Vol 92 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Ron Oostdam ◽  
Joost Meijer
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Verbal Ability ◽  
First Grade ◽  
Measurement Model ◽  
Stressful Situation ◽  
Self Confidence ◽  
Junior Secondary ◽  
Two Factors ◽  
Low Performance

In this study a measurement model for a test anxiety questionnaire was investigated in a sample of 207 Dutch students in the first grade of junior secondary vocational education. The results of a confirmatory factor analysis showed that a model for test anxiety with three factors for worry, emotionality, and lack of self-confidence is associated with a significantly better fit than a model comprised of only the first two factors. The relations of the three test anxiety factors to scores on intelligence tests for measuring verbal ability, reasoning, and spatial ability were examined. The results indicated that test anxiety appears to be transitory: the negative relation between test anxiety and test performance promptly fades away. Finally, we examined whether a distinction can be made between highly test anxious students with low performance due to worrisome thoughts (interference hypothesis) or low ability (deficit hypothesis). Results do not support the deficit hypothesis because the scores of all highly test anxious students increased in a less stressful situation.

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