Can we expect more of teachers? Comment on Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk (2014)
Bibliographic Data
| ID | 17869256 |
|---|---|
| Authors | Andrew M Penner (0000-0002-9483-8933, University of California System, corresponding author) |
| Year | 2014 |
| Volume | 50 |
| Issue | 4 |
| Pages | 1285-1287 |
| Publication date | 2014-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0035326 |
| PMID | 24708460 |
| PMCID | PMC3995126 |
| OpenAlex | W2329672477 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk (2014) use nationally representative longitudinal data on a cohort of kindergarten students to argue that teachers' gender biases play a substantial role in creating gender differences in mathematics achievement. In this comment, I first underscore the importance of unpacking the black box of mathematics and understanding how gender differences in specific mathematics skills are related to subsequent gender differences in other areas of mathematics. Second, I place questions of teacher bias in a larger sociological context, arguing that we should not be surprised that teachers subscribe to widely held stereotypes and suggest that focusing on the shortcomings of teachers can mask the role that we as a society play in creating and maintaining these inequalities
Context (archaeology) · Developmental psychology · Inequality · Longitudinal study · Mathematics education · Pedagogy · Unpacking · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · School Choice and Performance
Early Predictors of High School Mathematics Achievement
Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect
Invisible women
The Gender Gap and Classroom Interactions
Pygmalion in the classroom
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
The Gender Gap
The Worldwide Expansion of Higher Education in the Twentieth Century
Theorizing Discrimination in an Era of Contested Prejudice
Consensus and the Creation of Status Beliefs
World Expansion of Mass Education, 1870-1980
The Problem of Underqualified Teachers
Reversing fortunes or content change? Gender gaps in math-related skill throughout childhood
| Citations per year | 0.08 |
|---|---|
| Citation span | 2014 - 2014 (1) |
| Highly cited | No |