Year: 2015
Type: article
Study design: Observational Study
Abstract: 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.
Author: Debra Ellen Jacobson
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1449764875