ERIC Number: EJ1051153
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 21
Can We Expect More of Teachers? Comment on Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk (2014)
Penner, Andrew M.
Developmental Psychology, v50 n4 p1285-1287 Apr 2014
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.
Descriptors: Gender Differences, Gender Bias, Mathematics Skills, Teachers, Sex Stereotypes, Social Influences
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: K01HD073319