Teachers judged the same math work differently based on whether the work was associated with male or female names.
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Researchers found that students are being judged by their race and gender, not how well they do math.
Research tracking teachers, classes and their grades over many years shows gender bias has long-term impacts on students’ performance and their post-school study choices.
Instilling a positive sense of ethnic and racial identity and belonging can help children learn.
Teachers have to fight against their own subjectivity when giving grades.
New research has raised concerns that teachers are biased against certain pupils based on their gender, ethnic group or family income.
When making judgements about their pupils, teachers need to be aware of their own subtle biases.
Principais colaboradores
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Professor of Economics and Education Policy, New York University
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Associate Professor of Education, University of Southern California
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Assistant Professor of Educational Psychology, The University of Texas at San Antonio
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Associate Professor in Medical Education, University of East Anglia
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Director iPIPS in the School of Education, Durham University
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Assistant Professor, Indiana University
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PhD student, UCL
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Lecturer in Economics, The University of Queensland
