Teachers' Race and Gender Biases and the Moderating Effects of Their Beliefs and Dispositions

Autor/inn/en	Copur-Gencturk, Yasemin; Thacker, Ian; Cimpian, Joseph R.
Titel	Teachers' Race and Gender Biases and the Moderating Effects of Their Beliefs and Dispositions
Quelle	In: International Journal of STEM Education, 10 (2023), Artikel 31 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copur-Gencturk, Yasemin) ORCID (Cimpian, Joseph R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-023-00420-z
Schlagwörter	Gender Bias; Racism; Disproportionate Representation; Minority Group Students; Females; Womens Education; Teacher Attitudes; Beliefs; Problem Solving; Academic Ability; Mathematics Anxiety; Mathematics Skills + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Rassismus; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Lehrerverhalten; Belief; Glaube; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Background: Women and people of color continue to be underrepresented in many STEM fields and careers. Many studies have linked societal biases against the mathematical abilities of women and people of color to this underrepresentation, as well as to earlier measures of mathematical confidence and performance. Recent studies have shown that teachers may unintentionally have biases that reflect those in broader society. Yet, many studies on teachers' reports of students' abilities use data in the field--not experimental data--and thus often cannot say if the findings reflect bias or actual differences. The few experimental studies conducted suggest bias against the abilities of girls and students of color, but the prior work has limitations, which we seek to address (e.g., local samples, no exploration of moderators, no preregistration). Methods: In this preregistered experiment of 458 teachers across the U.S., we randomly assigned gender- and race-specific names to solutions to math problems, then asked teachers to rate the correctness of the solution, as well as the student's math ability and effort. Teachers also completed scales reflecting their own beliefs and dispositions, which we then assessed how those beliefs/dispositions moderated their biases. We used multilevel modeling to account for the nested data structure. Results: Consistent with our preregistered hypotheses, when the solution was not fully correct, findings suggest teachers thought boys had higher ability, even though the same teachers did not report differences in the correctness of the solution or perceived effort. Moreover, teachers who reported that gender disparities no longer exist in society were particularly likely to underestimate girls' abilities. Although findings revealed no evidence of racial bias on average, teachers' math anxiety moderated their ability judgments of students from different races, albeit with only marginal significance; teachers with high math anxiety tended to assume that White students had higher math ability than students of color. Conclusions: The present research identifies teachers' beliefs and dispositions that moderate their gender and racial biases. This experimental evidence sheds new light on why even low-performing boys consistently report higher math confidence and pursue STEM--namely, their teachers believe they have higher mathematical ability. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01