Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement.
Joseph R. Cimpian; Sarah Theule Lubienski; Colleen M. Ganley; Yasemin Copur‐Gencturk · 2013 · Developmental Psychology
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract (excerpt)
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are…
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Metadata source: OpenAlex · DOI 10.1037/a0035073