Gender-related beliefs of teachers in elementary school mathematics

By Joachim Tiedemann. 2000

179 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/a94c5c76752236e71acf94c97912047fffbe1daf

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Citations in the corpus

Primary School Teachers’ Beliefs Relating to Mathematics, Teaching and Assessing Mathematics and Factors that Influence these Beliefs (2000, background): “No substantial gender differences have been noticed in teachers’ beliefs (Li, 1999); however, teachers do tend to see mathematics as a male domain – the subject being more difficult for average-achieving girls than for equally average-achieving boys (Bennett & Bennett, 1994; Li, 1999; Tiedemann, 200”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Parents who endorse math and science gender stereotypes are likely to underestimate their daughters’ ability and overestimate their sons’ ability in these areas (Eccles & Jacobs, 1986; Frome & Eccles, 1998; Tiedemann, 2000; Yee & Eccles, 1988).”
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).”
Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, unknown): “The gender stereotypical belief that women are worse than men in scientific fields is pervasive and deeply-held in most societies and by most individuals, including parents and teachers (Tiedemann, 2000; Reuben et al., 2014; Bordalo et al., 2016).”
Gender Stereotypes. (2018, background): “Conversely, performance failures of boys were seen as indicating lack of effort, whereas they were considered diagnostic of lack of ability for logical reasoning in girls (Tiedemann 2000).”
Messages about brilliance undermine women's interest in educational and professional opportunities (2018, unknown): “…with men, not women (e.g., Bian, Leslie, & Cimpian, 2017; Bennett, 1996, 1997; Elmore & Luna-Lucero, 2017; Kirkcaldy, Noack, Furnham, & Siefen, 2007; Lecklider, 2013; Stephens-Davidowitz, 2014; Tiedemann, 2000; Upson & Friedman, 2012).”
A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “…provided by a teacher’s attitude and behaviour is critical to pupils’ expectations and these factors may contribute to pupils’ impression that mathematics is generally a male domain and that boys are naturally better at mathematics than girls (Sadker et al. 1991; Tiedemann 2000; Duffy et al. 2001).”
Do Mathematical Gender Differences Continue? A Longitudinal Study of Gender Difference and Excellence in Mathematics Performance in the U.S. (2006, background): “…Jessup 1997; Fennema and Peterson 1985), differential course-taking patterns (Davenport et al. 1995), the contribution of affect and attitude variables (Aiken 1976; Frost, Hyde, and Fennema 1994; Goldin 2000; Kramarae and Treichler 1990; Reyes 1984; Tiedemann 2000), and socialization (Weiler 1988).”
Adults and children implicitly associate brilliance with men more than women (2020, background): “tellectual ability, which does not always “shine through” when boys are inattentive or unmotivated (e.g., J. Cimpian, Lubienski, Timmer, Makowski, & Miller, 2016; Tiedemann, 2000).”
Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, background): “In turn, these perceptions influenced the self-perceptions of their children (Bleeker and Jacobs 2004; Jacobs and Eccles 1992; Tiedemann 2000).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “…Jacobs 2004; Lubienski et al. 2013; Tiedemann 2000b), encourage boys more often in math and science pursuits (Tenenbaum 2009), and attribute boys’ successes in math more to ability and failures in math more to lack of effort, while the opposite is believed to be true for girls (Tiedemann 2000a).”
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…”