Pygmalion and the Gender Gap: Do Teacher Expectations Contribute to Differences in Achievement between Boys and Girls at the Beginning of Schooling?

Autor/inn/en	Gentrup, Sarah; Rjosk, Camilla
Titel	Pygmalion and the Gender Gap: Do Teacher Expectations Contribute to Differences in Achievement between Boys and Girls at the Beginning of Schooling?
Quelle	In: Educational Research and Evaluation, 24 (2018) 3-5, S.295-323 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2018.1550840
Schlagwörter	Gender Differences; Gender Bias; Achievement Gap; Teacher Expectations of Students; Reading Achievement; Mathematics Achievement; Grade 1; Elementary School Students; Elementary School Teachers; Foreign Countries; Academic Ability; Student Motivation; Study Habits; Germany + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Geschlechterstereotyp; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Deutschland
Abstract	This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls' mathematics achievement was more adversely affected by negatively biased expectations and benefited less from positive bias than boys' achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01