Teachers’ Implicit and Explicit Gender Stereotypes: Perceptions of Mathematics Achievement
DOI:
https://doi.org/10.46328/ijres.5406Keywords:
teacher beliefs, gender stereotypes, mathematics education, implicit bias, Lebanon, educational equityAbstract
This study examined Lebanese primary school teachers’ gendered perceptions of mathematics ability using a mixed-methods survey. The research explored both explicit and implicit beliefs, drawing on gender schema theory and implicit bias theory. A total of 204 private school teachers took part. In the first part, teachers were randomly assigned to evaluate a student vignette describing identical moderate mathematics performance, with either a male, female, or gender-neutral name. No statistically significant differences were found across gender conditions for current or future achievement ratings. An adapted Implicit Association Test (IAT) measured teachers’ unconscious associations between gender and academic subjects. The IAT produced no significant gender-subject associations at the group level. Interaction effects involving teacher gender, age, and education suggested that implicit beliefs may vary across subgroups, warranting further investigation. Teachers’ explicit gender beliefs were assessed using a teacher gender stereotype scale. Multivariate analyses found that male and older teachers were more likely to agree with stereotypical statements about mathematics and gender. Although teachers’ direct evaluations were not gendered, beliefs about gender and mathematics were still present among certain groups. Future studies could examine if similar findings appear in Lebanese public schools or other subject areas and explore how teacher training might reduce the persistence of subtle gendered beliefs.
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