Hao Ye
On the face of it, the sentence about teachers evaluating math ability in that recent study makes no sense: "Moreover, teachers who reported that gender disparities no longer exist in society were particularly likely to underestimate girls’ abilities."
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-023-00420-z
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Paul Cantrell
@hye This is totally what’s happening, and there is a study that sheds useful light on this dynamic:
https://www.researchgate.net/publication/333855707_Teachers'_Belief_that_Math_Requires_Innate_Ability_Predicts_Lower_Intrinsic_Motivation_Among_Low-Achieving_Students
Hao Ye
My interpretation is that "teachers who believe that gender disparities no longer exist in society" = "teachers believe differences in math ability are innate and immutable, and thus gaps in achievement/success/etc. are not due to societal inequity."
And when asked to evaluate performance on a math task, the same teachers are rating what they perceive to be innate, immutable ability, rather than what is actually in front of them to assess.
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Paul Cantrell
@hye It is disappointing, but if we aren’t too strict about what actual causality the study establishes, there’s also a lot of hope in it to my mind for all of us who are teachers, mentors, models, or leaders: simply believing that the future is not yet written for anyone who is a newcomer to our field, that individual growth is possible, that our support and their hard work both matter, simply believing all that might help •make• it true.
Hao Ye
@inthehands Thanks for sharing! Not surprising, but still disappointing.
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