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Educational Studies in Mathematics

, Volume 50, Issue 1, pp 49–62 | Cite as

Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics

  • Joachim Tiedemann
Article

Abstract

This study analyzes the hypothesized biasing effect of teachers' gender stereotypes on their impressions of their students' competence and effort in mathematics. 48 teachers participated in the study and responded to the questionnaires concerning perceptions of about 300 of their third and fourth grade students. In general, teacher perceptions were consistent with stereotypes of gender differences: Boys have more developmental resources in mathematics. Furthermore, this bias in teacher perceptions of their students' resources in math is linked to the teacher's own category — based, gender role stereotypic beliefs regarding the general distribution of math talent between boys and girls. The finding is moderated by the student's performance level: It only holds for average and low achieving but not for high achieving boys and girls. In this way, students' performance level is an essential mediator-variable in the transmission of teachers' gender stereotypes.

Keywords

Gender Difference Elementary School Gender Role Performance Level General Distribution 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Joachim Tiedemann
    • 1
  1. 1.Institut für Psychologie und SoziologieUniversity of HanoverHannoverGermany

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