Rob sent us a story about this important study:
To determine the impact of teachers’ mathematics anxiety on students, the team assessed teachers’ anxiety about math. Then, at both the beginning and end of the school year, the research team also tested the students’ level of mathematics achievement and the gender stereotypes the students held.
To assess stereotypes, the students were told gender neutral stories about students who were good at mathematics and good at reading and then asked to draw a picture of a student who was good at mathematics and one that was good at reading. Researchers were interested in examining the genders of the drawings that children produced for each story.
At the beginning of the school year, student math achievement was unrelated to teacher math anxiety in both boys and girls. By the end of the school year, however, the more anxious teachers were about math, the more likely girls, but not boys, were to endorse the view that “boys are good at math and girls are good at reading.” Girls who accepted this stereotype did significantly worse on math achievement measures at the end of the school year than girls who did not accept the stereotype and than boys overall.
Yet more evidence against the innateness of differences in maths performance. And also a really fascinating example of the way a variety of forces– gender stereotypes, something like copying of same-gender teachers, anxieties being passed down through generations– all combine to produce an important effect. For more, go here.