In our study of 400 elementary and middle school math teachers, we discovered that beliefs regarding gender and race in mathematics performance can significantly influence teacher perceptions.
When girls outperform boys in math, teachers attribute this success to girls' innate ability and effort, while suggesting boys’ success stems from parental support and societal expectations.
The study reveals a stark contrast in how educators attribute performance based on race: Black and Hispanic students’ successes are seen as a result of effort, while Asian and white students’ are attributed to external support.
Our findings indicate that teachers possess ingrained biases about students’ abilities based on gender and race, which affect their assessment and expectations within math education.
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