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SWS is a non-profit scientific and educational organization of sociologists and others dedicated to:
- maximizing the effectiveness of and professional opportunities for women in sociology
- exploring the contributions which sociology can, does and should make to the investigation of
and humanization of current gender arrangements
- improving women's lives and creating feminist social change
Researchers Catherine Riegle-Crumb and Melissa Humphries analyzed data collected by the National Center of Education Statistics (NCES) that consisted of a nationally representative group of about 15,000 students. Their data also included teacher surveys in which math teachers were asked to offer their personal assessment of individual students, indicating whether they felt that the course was too easy for the student, the appropriate level, or too difficult. The researchers compared these assessments with other data about the students such as their math GPA and their score on a standardized math test in order to determine if the teachers' perceptions of their students' abilities matched up with the students' actual scores.
After analyzing this data, the researchers found disparities between teachers' favorable perceptions of the abilities of their white male students and these students' scores. Conversely, white female students were perceived by teachers to be doing more poorly in their math classes than they actually were.
The researchers did not, however, find the same disparities between white students and minority students. In fact, they found that math teachers actually favored black female students, claiming that these students were more successful in their math classes than they actually were.
The authors wrote, "Once we take into account that, on average, Black and Hispanic male and female students have lower grades and test scores than white males, teachers do not rate the math ability of minority students less favorably than students belonging to the traditionally advantaged category of white males."
.... teachers may be more sensitive to their own tendencies towards racial bias than gender bias as gender bias may be so socially ingrained that it is harder to notice and therefore harder to resist.
The authors wrote, "The occurrence of bias in high school classrooms indicates that cultural expectations likely function to shape interactions and re-create inequality throughout the math pipeline that leads to high-status occupations in related fields of science and technology."
...a large percentage of females just do not care about or like math.
Originally posted by Maxmars
reply to post by mirrormaker326
...a large percentage of females just do not care about or like math.
Unless I am mistaken, a large percentage of ANY gender or RACE of students do not care about math. I think it's about the methodology and curriculum, more than the students themselves.
I have a difficult time accepting that females are 'generally' averse to the language of mathematics. I think it's more likely that generations of teachers and institutionalized teaching doctrines suffer from too much inertia when the culture changes around them.... at such times they continue to teach as they always have... expecting the students to conform... whereas a true teacher might conform to the culture of the students to teach effectively.
\What this shows me is that the expectations of minority students are lower, which shows racism.