Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom

A Video Experiment

Dados Bibliográficos

ID6452416
AutoresAnna‐sophia Dersch (0000-0002-6012-3411, Justus-Liebig-Universität Gießen, autor correspondente), Anke Heyder (0000-0002-1578-4894, Bochum University of Applied Sciences), Alexander Eitel (0000-0001-6403-3467, Justus-Liebig-Universität Gießen)
Ano2025
Volume28
Fascículo1
Data de publicação2025-11-05
Open AccessSim
TipoARTICLE
PeriódicoSocial Psychology of Education (JOURNAL)
Identificadores do periódicoISSN: 1573-1928 • E-ISSN: 1381-2890
EditoraSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s11218-025-10138-1
OpenAlexW4415923673
IdiomaEN
Citações recebidas2
Referências citadas83

The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotypic learning materials). Here, we researched teachers’ awareness of such math-gender stereotype-reinforcing behaviors in scripted classroom videos in relation to what teachers answered in stereotype and misconception questionnaires. In an online experiment, we randomly assigned 278 teachers to videos with a female vs. male model teacher’s math-gender stereotype-reinforcing behaviors. We instructed participants to evaluate the model teacher’s teaching behaviors. Teachers were more aware of the male model teacher’s than of the female model teacher’s math-gender stereotype-reinforcing behaviors. If the model and observer genders aligned, awareness improved. Most importantly, participants who agreed less with math-gender misconceptions were more aware of math-gender stereotype-reinforcing behaviors. However, awareness was unrelated to holding the math-gender stereotype. Videos of model teacher behaviors, like those developed in this study, could also be a useful means to measure to train teachers’ awareness of relevant classroom behaviors

Modelling · Observer (physics · Sociology of Education · Stereotype (UML · Stereotype threat · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques · Science Education and Perceptions

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