Do teacher and classroom characteristics affect the way in which girls and boys are graded?

Lievore, Ilaria; Triventi, Moris

doi:10.1080/01425692.2022.2122942

Cited by 9 publications

(4 citation statements)

References 49 publications

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“…Specifically, Lavy (2008) relies on a natural experiment in Israeli high schools to show evidence of a bias against boys in teacher evaluations when comparing blind and non-blind scores. Similar results are found by Angelo (2014) in Portuguese high schools, by Lievore and Triventi (2022) in Italian high schools, as well as by Terrier (2015) and Kiss (2013) in France and Germany, where girls in secondary education obtain better grades than comparable boys respectively. Also in Norwegian lower secondary schools girls are assessed more generously (Falch & Naper, 2013).…”

Section: Empirical Research On Teachers' Biases Related To Gendersupporting

confidence: 84%

“…Besides the description of gender bias in grading among different European countries, only a few studies tried to identify the factors that may explain such a grading mismatch. While some authors found that the differences in grading between boys and girls may be partially explained by teacher sociodemographic characteristics (Falch & Naper, 2013;Lavy, 2008), others found that the gender gap does not depend on teachers' or classroom characteristics (Enzi, 2014;Lievore & Triventi, 2022).…”

Section: Empirical Research On Teachers' Biases Related To Gendermentioning

confidence: 99%

“…Behind this approach stands the idea that grades should represent the students' performance instead of factors that are unrelated to performance. In a nutshell, empirical evidence suggests that -in selected school grades -girls are exposed to easier grading than boys in Israel (Lavy, 2008), Nordic countries such as Sweden (Lindahl, 2007) and Norway (Falch & Naper, 2013), Continental European countries such as France (Terrier, 2015) and Germany (Kiss, 2013), and Southern European countries including Portugal (Angelo, 2014) and Italy (Argentin & Triventi, 2015;Di Liberto & Casula, 2016;Lievore & Triventi, 2022).…”

mentioning

confidence: 99%

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Why are girls better graded in school? The role of students’ personality traits, school-related attitudes, and behavior

Triventi¹,

Lievore²,

Dian³

2023

Preprint

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We study which students’ characteristics teachers take into consideration when grading German pupils in lower secondary schools, analysing gender mismatches between teachers’ grading and test scores. We assess gender gaps along the distribution of grades across two subjects considering an extensive set of measures of students’ personality traits, school-related attitudes, and behaviors. Relying on the German National Educational Panel Study – Starting Cohort 3, we focus on 7th grade students in 2012. Results from multilevel regression models indicate that girls with the same subject-specific competences as boys obtain on average higher grades in language. The KHB decomposition method suggests that girls’ advantages in grades can be explained mainly by their higher levels of conscientiousness and subject-specific interest.

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Section: Empirical Research On Teachers' Biases Related To Gendersupporting

confidence: 84%

Section: Empirical Research On Teachers' Biases Related To Gendermentioning

confidence: 99%

mentioning

confidence: 99%

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Why are girls better graded in school? The role of students’ personality traits, school-related attitudes, and behavior

Triventi¹,

Lievore²,

Dian³

2023

Preprint

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“…Our data do not indicate that school would be the culprit for boys' poorer reading profile by favoring girls in some murky ways. First, any grading bias (see e.g., Lievore & Triventi, 2023) is ruled out because all tests were carried out by outside professionals. Second, Torppa et al (2023) have recently shown with the partially same sample that boys are superior to girls in arithmetic throughout the compulsory education.…”

Section: Discussionmentioning

confidence: 99%

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

Manu,

Torppa,

Vasalampi

et al. 2023

Reading Research Quarterly

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The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d = .26–.59) and remained evident also among 18‐year‐olds (d = .42). In terms of reading comprehension, the gender difference was small but increased with age (d = .17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill.

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Towards best practices for mitigating artificial intelligence implicit bias in shaping diversity, inclusion and equity in higher education

Roshanaei

2024

Educ Inf Technol

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Do teacher and classroom characteristics affect the way in which girls and boys are graded?

Cited by 9 publications

References 49 publications

Why are girls better graded in school? The role of students’ personality traits, school-related attitudes, and behavior

Why are girls better graded in school? The role of students’ personality traits, school-related attitudes, and behavior

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education

Towards best practices for mitigating artificial intelligence implicit bias in shaping diversity, inclusion and equity in higher education

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