Parent and Teacher Depictions of Gender Gaps in Secondary Student Appraisals of Their Academic Competences

Abstract

The present study examines a group of secondary teachers' and parents' appraisals of gender gaps in secondary students' self-assessment of competence in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM domains. Eight focus groups with 39 parents and 34 secondary teachers were conducted for this purpose. In light of the observed gender gaps in students' performance and selfperception of ability in the different subject areas, the participants were particularly surprised by girls' underestimation of their abilities in STEM subjects, compared with boys' tendency to overestimate their abilities in STEM. Most participants agreed on the need for measures to combat these inaccuracies and discussed possible causes. Some participants associated these gender disparities in students' self-assessment of ability with gender gaps in their choices of subject areas and occupations. The role played by school, teachers, families, and other socialization agents in reinforcing gender stereotypes about academic competence was also discussed in most of the focus groups. Interestingly, some teachers questioned why gender attainments obtained in schools do not serve as an example when it comes to neutralizing the sexism and gender inequality messages offered by the media and society. Likewise, technology teachers proposed changes in school practices to close gender gaps in certain areas (i.e., boys' appropriation of the playground, or the reproduction of gender roles in the classroom). Few parents acknowledged their unconscious reproduction of gender roles and stereotypes in raising their children.

Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain

“…In many instances, teachers unintentionally justified these expectations for boys and girls and did not reflect on how this could affect students' learning and academic trajectories. However, in line with previous research in the Spanish context, they believed that parents play the most influential role in shaping secondary school students' decisions (Sáinz et al, , 2020. Likewise, it is worth highlighting the recognition of the insignificant role that for many teachers the school context and secondary teachers play in shaping young people's gendered study choices.…”

Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

“…Secondly, girls are assumed to succeed as well as boys in math only because they are hardworking, whereas boys are simply talented. This belief was detected in teachers and other socializers ( Tiedemann, 2002 ; Robinson-Cimpian et al, 2014 ; Sáinz et al, 2020 ). Thirdly, if mathematical abilities are perceived as fixed (for theories of fixed and growth mindset and their influence on learners, see Dweck, 1999 ; Gunderson et al, 2017 ) and girls are ascribed less mathematical talent, then girls would be unable to compensate for their poorer mathematical abilities.…”

Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education

“…Testing‐focused environments also activate cultural stereotypes and heighten anxiety in girls, affecting their classroom performance (Appel et al., 2011). Girls and boys engage in math self‐assessments that bias girls to underestimate (Correll, 2001), but bias boys to overestimate (Sáinz et al., 2020), their abilities. Relatedly, girls endorse a higher STEM “standards gap” than boys, which refers to how girls require stronger performances in math and science to develop positive STEM attitudes and intentions to pursue STEM, which predicts gender imbalances in STEM observed among more gender equal countries (Mann & DiPrete, 2016).…”