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

By Joachim Tiedemann. 2002

211 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/05f2c1587229b7ff55cd81165516a6ed7ba6ecfe

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Citations in the corpus

Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, background): “The teacher’s explanations may vary depending on the student’s gender, ethnicity, social class, past performance, or the nature of the behavior (Fennema et al. 1990; Tiedemann 2002; Tom and Cooper 1986).”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, background): “…to 5 (deficient) and also offering intermediate ratings (e.g., 3.5) according to their perceived match to school grades.3 Considering findings by Tiedemann (2000, 2002) showing that a gender bias becomes especially pronounced for average-achieving students, we constructed eight ambiguous…”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “…of Mathematics teacher–student interactions, teacher beliefs of students’ mathematical ability, and students’ engagement with activities and instruction (Becker, 1981; Boaler, 1997; Fennema, Peterson, Carpenter, & Lubinski, 1990; Hart, 1989; Peterson & Fennema, 1985; Tiedemann, 2000, 2002).”
Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes (2010, background): “Teacher–child interactions may reflect differential socialization processes for boys and girls ( Joachim, 2002; Marsh, Martin, & Cheng, 2008).”
Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “It has been shown that they believe math is more difficult for girls than equally achieving boys (Riegle-Crumb and Humphries, 2012; Tiedemann, 2002).46 Furthermore, Sadker and Sadker (2010) document that teachers spend more time interacting with boys, while Hyde et al. (1990) suggests that math is…”
Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS (2009, background): “…may vary for groups of students with different backgrounds or characteristics such as ethnicity (Darling-Hammond, 1995), gifted status (Gear, 1976), disability status (Martínez & Mastergeorge, 2002), gender (Tiedemann, 2002), or classroom conduct (Bennett, Gottesman, Rock, & Cerullo, 1993).”