Boys lag behind: How teachers’ gender biases affect student achievement

By Camille Terrier. Economics of Education Review, 2020

113 citations recorded by the source corpus.

I use a combination of blind and non-blind test scores to show that middle school teachers favor girls when they grade. This favoritism, estimated in the form of individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. Gender-biased grading accounts for 21 percent of boys falling behind girls in math during middle school. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school.

Subfields: Education, Experimental and Cognitive Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/e21758400b0f765dbc78f83173bf345122ca3731

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Citations in the corpus

Experimental Evidence on Teachers’ Racial Bias in Student Evaluation: The Role of Grading Scales (2020, background): “Results from these studies have been mixed, with some finding teachers favoring females in math and reading (Falch & Naper, 2013; Lavy, 2008; Protivinsky & Munich, 2018), some finding teachers favoring females in math but not reading (Terrier, 2016), some finding teachers favoring males in math but ”
Men, women and STEM: Why the differences and what should be done? (2020, result): “For example, one study found that French middleschool teachers favour girls in maths assessments (Terrier, 2020), while another found that Israeli high school teachers favour girls in assessments in both the sciences and the humanities (Lavy, 2008).”
Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “, the gender difference in blindly graded standardized test scores and teacher-assigned grades) in affecting performance in math and university choice (Lavy and Megalokonomou, 2017; Lavy and Sand, 2018; Terrier, 2016).”
In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno (2016, unknown): “…external examiners, a costly effort that our findings suggest may nevertheless be worthwhile.14 Another reason to favor external anonymous exam grading is the possibility of gender and ethnicity bias (as documented in Lavy, 2008; Lavy and Sand, 2015; Terrier, 2015; and Greaves and Burgess, 2013).”