Attributional gender bias: teachers’ ability and effort explanations for students’ math performance

By Penelope Espinoza, Ana B. Arêas da Luz Fontes, Clarissa J. Arms-Chavez. 2014

111 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bf81940aabb754fdd5ddd314c03b3b4c3697e684

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Alejandra Mizala
2. Salomé Martínez
3. Francisco J. Martínez

In Gender Studies

1. Alejandra Mizala
2. Salomé Martínez
3. Francisco J. Martínez

In Social Psychology

1. Alejandra Mizala
2. Salomé Martínez
3. Francisco J. Martínez

Citations in the corpus

• Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “In fact, studies in different cultural settings show that teachers tend to favor boys over girls in mathematics e for example, Fennema, Peterson, Carpenter, and Lubinski (1990) and Espinoza, da Luz Fontes, and Arms-Chavez (2014) for the United States, and Keller (2001) for Switzerland.”