Not Just Gender
Multiple and Persistent Grade Biases in Language and Mathematics
Bibliographic Data
| ID | 6060218 |
|---|---|
| Authors | Chantal Oggenfu (0000-0003-0320-9259, Swiss Coordination Centre for Research in Education, corresponding author), Stefan C Wolter (0000-0003-2721-2284, Swiss Coordination Centre for Research in Education) |
| Year | 2025 |
| Volume | 57 |
| Issue | 2 |
| Pages | 105-117 |
| Publication date | 2025-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Education (JOURNAL) |
| Journal identifiers | ISSN: 1056-4934 • E-ISSN: 1944-7086 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10564934.2025.2498382 |
| OpenAlex | W4410043529 |
| Language | EN |
| References cited | 35 |
Gender bias · Mathematics education · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics · Psychology · School Choice and Performance · Social Psychology
A review on the accuracy of teacher judgments
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
On the origins of gender gaps in human capital
Discrimination in grading
Teacher judgements, student social background, and student progress in primary school
Boys lag behind
Gender Bias in teachers’ grading
Discrimination in grading
A further look into ethnicity
Understanding gender bias in teachers’ grading
Comparing teacher and external assessments
Alles nur eine Frage der Kompetenz
Do teacher and classroom characteristics affect the way in which girls and boys are graded
Pygmalion in the classroom
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
Classroom interactions
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
How teachers form educational expectations for students
| Highly cited | No |
|---|