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Stereotype Threat And Effects Of Students Perception Of Their Math Teachers Fairness On Their Math Self Efficacy
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Book Synopsis Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy by :
Download or read book Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy written by and published by . This book was released on 2017 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students' feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students’ perceptions of their 9th math teacher’s fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students' math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.
Book Synopsis Effects of Stereotype Threat on Females in Math and Science Fields by : Alice Anne Hardee Bailey
Download or read book Effects of Stereotype Threat on Females in Math and Science Fields written by Alice Anne Hardee Bailey and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A mediated-moderation model of stereotype threat was tested. Domain identification and motivational orientation were treated as moderators of the threat effect on self-efficacy and cognitive interference, which were hypothesized to mediate the threat-performance relationship. Participants were primed with stereotype-consistent, stereotype inconsistent, or no information regarding sex differences in mathematical abilities. While significant performance differences were found between males and females in the control and threat conditions, no differences were found in a?female benefit? condition that described a math task as favoring females. Significant sex differences in domain identity and self-efficacy were also found. Post-hoc analyses revealed that domain identification and self-efficacy explained significant amounts of variance in sex differences in math performance. The results provide general support for Steele?s theory of stereotype threat and resulting disidentification with the task domain among targets.
Book Synopsis Stereotype Threat by : Michael Inzlicht
Download or read book Stereotype Threat written by Michael Inzlicht and published by Oxford University Press. This book was released on 2012 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.
Book Synopsis System Justification Beliefs Moderate Attitudes about Gender Imbalance in Mathematics by :
Download or read book System Justification Beliefs Moderate Attitudes about Gender Imbalance in Mathematics written by and published by . This book was released on 2016 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study is to understand how women’s justification of the status quo moderates their attitudes towards mathematics, a domain in which they are underrepresented. Regardless of the benefits or misfortunes that result from a group’s position within the status hierarchy, group members may still view the status quo as fair and legitimate. Moreover, how group members view the status quo can impact their willingness to challenge their position within the status hierarchy. This thesis incorporates two lines of research (inequality of men and women in mathematics and research on system justification) in an attempt to help answer the following question of why women are not entering typically male-dominated fields such as mathematics. In a prior experiment I found that participants low in GSJ expressed more negative emotions in the unequal condition and less negative emotions in the equal condition. Participants high in GSJ showed less of a disparity in negative emotions between the two conditions. The second experiment attempted to expand on these findings. For experiment two, 41 undergraduate students first completed the GSJ measure then were randomly assigned to one of the stereotype threat (control, threat, no threat) and male math representation (equal or unequal) conditions. All participants then completed the emotional reactions and mathematics attitudes measures. It was hypothesized that under stereotype threat conditions, those high in GSJ will have more negative attitudes (e.g., less interest and lowered math self-efficacy) towards mathematics, but show little negative emotional reactions (compared to those low in GSJ) when presented with the unequal as opposed equal representation condition. The analyses revealed that for participants under stereotype threat there were no significant differences for those in the equal or unequal representation conditions, whether high or low in GSJ, on negative emotions or mathematics attitudes. Future researchers could expand on these studies to include a direct comparison of women already in specific STEM majors and those in other majors where women are not typically underrepresented to see if there are differences in the ways these groups justify a particular status quo that is more or less relevant to them.
Book Synopsis The Effects of Gender Stereotype Threat on Female Students' Math Performance and the Potential Effects of Moderating and Mediating Variables by : Felix Fernandez
Download or read book The Effects of Gender Stereotype Threat on Female Students' Math Performance and the Potential Effects of Moderating and Mediating Variables written by Felix Fernandez and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Stereotype Threat and Women's Math Performance by : Stacey Lynn Spencer
Download or read book Stereotype Threat and Women's Math Performance written by Stacey Lynn Spencer and published by . This book was released on 2005 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Испанско-русский словарь. Латинская Америка by :
Download or read book Испанско-русский словарь. Латинская Америка written by and published by . This book was released on 1998 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Women and Math Performance by : Felicia W. Chu
Download or read book Women and Math Performance written by Felicia W. Chu and published by . This book was released on 2010 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Ethnic Matching by : Donald Easton-Brooks
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Book Synopsis The Effect of Private Versus Public Evaluation on Stereotype Threat for Women in Mathematics by : Jayne Ann Harder
Download or read book The Effect of Private Versus Public Evaluation on Stereotype Threat for Women in Mathematics written by Jayne Ann Harder and published by . This book was released on 1999 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationship Between Teacher Math-Gender Stereotypes and Students' Math Outcomes by : Rachel Conlon
Download or read book Examining the Relationship Between Teacher Math-Gender Stereotypes and Students' Math Outcomes written by Rachel Conlon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common stereotypes contend that boys have more natural ability and interest in math than do girls, which may contribute to the underrepresentation of women in some Science, Technology, Engineering and Math fields. Research suggests that many teachers endorse these stereotypes to some extent. These stereotypes have the potential to be transferred to their students via their behavior, which may impact math self-concept and achievement, particularly in girls. Thus, we hypothesized that math-gender stereotyping in teachers would be associated with lower math achievement and self-concept in their female, but not male students, and that student math-gender stereotyping would mediate these relationships. In a sample of 2,387 kindergarten through 3rd grade students and their 223 teachers from 30 schools in the United States, we measured student math achievement and self-concept in Fall and Spring of the 2018/19 school year. We also measured math-gender stereotyped beliefs in both the teachers and the 3rd grade students from the sample. We found evidence of male-biased math-gender stereotypes in both teachers and male students, and female-biased stereotypes in female students. Using multi-level models, we found that there were no significant relations between teacher stereotyping and student math achievement or self-concept. We also found no relation between teacher stereotyping and student stereotyping in the 3rd grade students, and thus did not test the overall mediation model. However, when stereotypes about men and women were examined separately from those about girls and boys, we found that male-biased stereotyping about adults in teachers was associated with higher math achievement overall, and higher stereotyping and lower math self-concept in 3rd grade boys. We suggest that teacher math-gender stereotyping overall may not be a particularly effective avenue for intervention to improve math outcomes for female students, but that the influence of stereotypes about adults specifically merits exploration. Future research with a developmental approach is required understand how these relations may change over time and what potential gender stereotyping may have as a candidate for intervention as children grow.
Book Synopsis Threats to Success in Mathematics: Examining the Combined Effects of Choking Under Pressure and Stereotype Threat by :
Download or read book Threats to Success in Mathematics: Examining the Combined Effects of Choking Under Pressure and Stereotype Threat written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis And Yet, She Persists by : Judy I. Benjamin
Download or read book And Yet, She Persists written by Judy I. Benjamin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this investigation was to explore the effects of stereotype threat on women's construction of gender and mathematical identities, and to examine how these various cognitive negotiations may affect their mathematical reasoning on challenging definite integral applications. This was a qualitative study that primarily utilized the episodic narrative interview method. A sample of 20 Calculus II students were given a calculus assessment and a survey regarding the importance of gender and mathematics to their identities. Results of the surveys were used to identify a purposeful sample of four participants to be interviewed. Analysis of the interview transcripts revealed four themes that offer some insight into women's experiences at the intersection of gender, mathematics, and stereotype threat. The findings include evidence that both gender identification and domain identification (the strength with which one identifies with mathematics) influence the effects of stereotype threat. More specifically, women, whose gender is more central to their identity and who care the most about their identities as mathematicians appear to be more vulnerable to the effects of stereotype threat. Findings also support earlier claims that gendered discourse in mathematics harms women's construction of mathematical identities.
Book Synopsis Gender Equity, Gender Bias, and Self-Efficacy by : Kelly Martot
Download or read book Gender Equity, Gender Bias, and Self-Efficacy written by Kelly Martot and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of Title IX in 1972, girls have made momentous strides in education, athletics, and career. However, boys continue to dominate the landscape in advanced math and science classes and in STEM professions. Gender stereotypes and gender bias in academics, notably STEM, continue to hinder girls from pursuing advanced coursework in math and science. Existing literature supports this notion. In addition, the literature conveys that girls with a strong sense of self-efficacy have better outcomes in STEM. Furthermore, it suggests that classroom teachers play an important role in fostering self-efficacy in students. This mixed-methods research study analyzed five years of California's annual summative assessments in Science through the lens of gender equity. Quantitative data culled from teachers in grades three through eight using two instruments - the Science Teaching Efficacy Beliefs Instrument (STEBI) and Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) were also analyzed. Qualitative data consisted of classroom observations and a teacher survey. The results of the study confirm - albeit narrowly - the widely accepted bias that boys perform better than girls in STEM subjects. It also confirms that teachers can nurture self-efficacy in students during classroom learning. Based on the research findings, this study recommends that school leadership lead Professional Development around increasing self-efficacy in students for better academic outcomes. Through this research, it has become apparent that self-efficacy plays a powerful role in predicting academic outcomes and it would be wise for educators to be deliberate about fostering it in their students. In addition, cultural beliefs and gender stereotypes continue to influence female students about a woman's place in STEM. This research will contribute to the field of education by proposing concise ways that teachers and education leaders can nurture self-efficacy in female students for better outcomes in STEM. Keywords: gender, mixed-methods, self-efficacy, STEM, stereotype
Book Synopsis Stereotype Threat in Context by : Katherine Picho
Download or read book Stereotype Threat in Context written by Katherine Picho and published by . This book was released on 2011 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools by : Michelle Erin Barton
Download or read book Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools written by Michelle Erin Barton and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a significant gender gap in the STEM fields--a gap that is attributable to factors that occur much earlier than previously believed and that can be linked to early interactions with prominent role models such as parents. Given the crucial role that mothers play in a child's development, it was important to understand how they affect math anxiety and math-gender stereotype, with the long-term goal of reducing both. This design-based research study, which took place on four separate occasions at three different Jewish day school sites, engaged mothers of middle school-aged students (male and female) in a parent education workshop. The workshop was designed to teach mothers about the impact of math-gender stereotype threat and math anxiety on students' math performance and provide them with strategies for assisting their children with math. In keeping with the design-based research model, the workshop was modified following each iteration based on participant feedback and retrospective analysis. Results indicate that participants learned about the negative implications of math-gender stereotype threat on their children's future math performance. Posttest survey results further indicate that mothers learned strategies to help their children with math such as how to use open-ended questions, how to put the onus on the child to answer a math problem, and how to be aware of the language they use when assisting a child with math homework. The parent education workshop developed for this study can be utilized in the future by school leaders and researchers as a first step toward combating the pervasive stereotype that "women can't do math." Findings from this study contribute to the field on a larger scale by potentially uncovering a small step toward greater long-term gender equity in STEM fields.
Book Synopsis Elementary Students' Perceptions of Gender Equity in Mathematics Classes by : Debra Jacobson
Download or read book Elementary Students' Perceptions of Gender Equity in Mathematics Classes written by Debra Jacobson and published by . This book was released on 2015 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been various research studies stating that in elementary school, gender bias in all subjects is nonexistent. However, other researchers interested in gender equity in the mathematics classroom have recognized that gender bias does not occur in early elementary school grades but exists by middle school. Thus, research in this area is greatly needed. This study examined children in the third, fourth, and fifth grades to determine whether students' perceptions of their own mathematical abilities relate to their perceptions of their teacher's beliefs about gender bias in mathematics. Pearson Product-Moment correlation and Point-Biserial correlations were used to analyze data. The results of the current study found no significant correlation between students' perception of their mathematics teacher's gender equity behavior and students' self-perceptions regarding mathematics. However, it established a significant relationship between the gender of students and the perceptions of their mathematics teacher's gender equity behavior as well as a significant relationship between gender and their perceptions regarding their own mathematical ability.
