Department of Educational Psychology.
Department of Curriculum and Instruction.
Dev Psychol. 2014 Apr;50(4):1262-81. doi: 10.1037/a0035073. Epub 2013 Dec 2.
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades.
最近的一波研究表明，教师对女孩的表现相对于男孩的评价过高，对女孩的数学能力持有更为积极的态度。然而，这些关于教师所谓的女性偏见的先前估计可能会产生误导，因为这些估计（以及教师本身）将成就与教师对行为和努力的看法混淆了。利用来自早期儿童纵向研究（ECLS-K）1998-1999 学年幼儿园班级的数据集，研究 1 表明，当条件设定为教师对行为和学习方法的评价以及过去和当前的考试成绩时，教师实际上会对男孩的数学能力评价高于女孩。换句话说，平均而言，只有当女孩被视为更加努力、表现更好、更渴望学习时，女孩才会被认为在数学上与同样取得优异成绩的男孩一样有能力。研究 2 使用中介分析和工具变量方法以及匹配策略，探讨了这种对女孩的评价不足在多大程度上可以解释小学早期数学性别差距的扩大。我们发现了强有力的证据表明，对女孩数学能力的低估解释了在早期成绩中，表现和行为相似的男孩和女孩之间数学成绩差距发展的很大一部分。
