How teachers perceive students’ knowledge and abilities varies by gender and influences classroom processes and student achievement in both reading and math. Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect. A study by Tach and Farkas has also found that when students are split into reading groups based on their abilities, the students in the higher-ability reading groups are more likely to demonstrate positive learning behaviors and higher achievement. Teachers are more likely to favor girls when evaluating what types of readers students seem to be. Because studies have shown that teacher perceptions of students can determine how much individualized attention a student receives and can serve as an indicator of future academic progress, if teachers underestimate males’ reading abilities and use ability grouping in their classrooms, male students might be put at a disadvantage and have their learning in reading classes be negatively affected. The opposite trend has been found in math classes. Teachers still tend to view math as a “masculine” subject and tend to have higher expectations for and better attitude towards their male students in these classes. A study by Fennema et al. has also shown that teachers tend to name males when asked to list their “best math students.” Females are more likely than males to be negatively impacted than male students by this underestimation of their math abilities. These gender-specific evaluations from teachers are implicit; usually the teachers have no idea that they are favoring one gender over the other until they are shown concrete evidence, such as a video recording of their classroom. However, even though the discrimination is implicit, it still has negative effects on both male and female students.
There is conflicting evidence about whether teacher assessments of student performance and ability are consistent with cognitive assessments like standardized tests. Teacher assessment evidence comes from a relatively small number of classrooms when compared to standardized tests, which are administered in every public school in all fifty states.
Read more about this topic: Achievement Gap In The United States, Possible Causes of The Gender Achievement Gap in The United States
Other articles related to "teacher evaluations, teachers":
... How teachers perceive students’ knowledge and abilities varies by gender and influences classroom processes and student achievement in both reading and math ... Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect ... Teachers are more likely to favor girls when evaluating what types of readers students seem to be ...
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“I swear ... to hold my teacher in this art equal to my own parents; to make him partner in my livelihood; when he is in need of money to share mine with him; to consider his family as my own brothers and to teach them this art, if they want to learn it, without fee or indenture.”
—Hippocrates (c. 460c. 370 B.C.)