Understanding gender bias in teachers’ grading: The role of gender stereotypical beliefs

L. Doornkamp; L. D. Van der Pol; S. Groeneveld; J. Mesman; J. J. Endendijk; M. G. Groeneveld

doi:10.1016/j.tate.2022.103826

Understanding gender bias in teachers’ grading: The role of gender stereotypical beliefs

L. Doornkamp^*, L. D. Van der Pol, S. Groeneveld, J. Mesman, J. J. Endendijk, M. G. Groeneveld

^*Corresponding author for this work

Leiden University

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Abstract

This study experimentally tested the influence of secondary school students' gender on Dutch language and math teachers' grading (n = 358) and examined the role of teachers' gender and gender stereotypes in gender grading bias. Results showed that grading, on average, was not gender biased. However, differences between teachers' gender grading bias were related to their gender stereotypes. Although we found no direct effect of teachers' gender on grading bias, for math we found an indirect effect through their gender stereotypes. This study provides evidence for the role of teachers’ gender stereotypes in gender grading bias that thus far had only been assumed.

Original language	English
Article number	103826
Number of pages	14
Journal	Teaching and Teacher Education
Volume	118
DOIs	https://doi.org/10.1016/j.tate.2022.103826
Publication status	Published - Oct 2022

Keywords

Gender grading bias
Implicit gender stereotypes
Implicit gender-typed associations
Implicit gender-typed expectations

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title = "Understanding gender bias in teachers{\textquoteright} grading: The role of gender stereotypical beliefs",

abstract = "This study experimentally tested the influence of secondary school students' gender on Dutch language and math teachers' grading (n = 358) and examined the role of teachers' gender and gender stereotypes in gender grading bias. Results showed that grading, on average, was not gender biased. However, differences between teachers' gender grading bias were related to their gender stereotypes. Although we found no direct effect of teachers' gender on grading bias, for math we found an indirect effect through their gender stereotypes. This study provides evidence for the role of teachers{\textquoteright} gender stereotypes in gender grading bias that thus far had only been assumed.",

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Understanding gender bias in teachers’ grading: The role of gender stereotypical beliefs

Abstract

Keywords

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