A disheartening new study by Catherine Riegle-Crumb and Melissa Humphries finds that teachers discount the math skills of white females, even when girls’ grades and test scores indicate a comparable level of skill. Here’s the abstract:
This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Analyses of nationally representative data from the Education Longitudinal Study of 2002 (ELS) reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females, which although relatively small in magnitude, suggests that teachers hold the belief that math is just easier for white males than it is for white females. In addition, we find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.
“If the math bias against females is present in elementary school, which past research shows it is, and continues through high school and then college, then it’s much less likely that you will find women pursuing math-related high-status occupations in science and technology,” says Riegle-Crumb. “If you perceive the message ‘You’re just not quite as good at math as the boys are’ often enough, you may start to believe it.”