Teachers' gendered expectations and their evaluation of student writing

A framework for content area writing: Mediators and moderators

“…Conversely, the results of the present research are difficult to reconcile with the view that boys have an inherent delay or deficit in language development (Brizendine, 2006;Sax, 2005); if this were the case, then they would be expected to show smaller gains than girls during instruction. The positive performance of boys in this study is worthy of attention, because stereotypical views about gender and writing affect both students and teachers (Francis, Read, Melling, & Robson, 2003;Pajares & Valiante, 2001;Peterson & Bainbridge, 1999;Peterson & Kennedy, 2006). Methodologically, these findings suggest that rather than proliferating studies that measure pre-existing differences between the writing skills of boys and girls and making educational recommendations based on these, it would be more profitable to examine possible interactions between gender and specific instructional practices (e.g., genre of writing assignments).…”

Understanding teachers' perceptions of the motor difficulties of children with developmental coordination disorder (DCD)

“…The fact that an overt gender bias was not found may be explained by an increased awareness, on the part of teachers, of the influence of gender stereotypes. Much has been written recently in the educational literature to raise the level of consciousness of teachers regarding the role that child gender may play in their perceptions (Garrahy, 2001; Helwig, Anderson, & Tindal, 2001; Peterson & Bainbridge, 1999; Tiedemann, 2002). However, while a global gender bias was not demonstrated in this study, results with respect to the type of motor problem suggest that the influence of child gender on teachers' perceptions may continue to be demonstrated in more subtle ways.…”

Monitoring Faculty Consultant Performance in the Advanced Placement English Literature and Composition Program With a Many‐faceted Rasch Model

“…Further, raters evaluating narrative writing samples are remarkably accurate in identifying the gender of the student writers (Gordon and Engelhard, 1995). Peterson and Bainbridge (1999) report that teachers construct writer gender as they read student narratives. While there is no research indicating that student gender, race/ethnicity, or language impact the scoring of high-level academic writing such as the AP ELC Examination, there have been studies that have looked at relationships between student and rater background characteristics in essay scoring.…”