Determination of Primary School Teachers' Mathematical Gender Stereotypes and Examination of Their Reflection on Students

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Nurlu Ö., Aksoy N.

Egitimde nitel arastirmalar dergisi, sa.29, ss.235-264, 2022 (ESCI, TRDizin)

Özet

This study aims to investigate primary school teachers’ mathematical gender 

stereotypes and to discover whether these stereotypes, if any, are reflected on students. 

The study was designed as a multiphase mixed methods study. Accordingly, in the 

quantitative and qualitative stages of the study, different sample groups including both 

fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ 

Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender 

Stereotype Questionnaire and Mathematics Achievement Test were sequentially used 

to collect data. The data were analyzed by Mann Whithey U test and content analysis. 

Results demonstrate that in comparision to the teacher who has neutral gender related 

beliefs toward mathematics, the teacher with strong traditional mathematical gender 

stereotypes favouring their male students. However, results show that students do not 

internalise their teachers’ mathematical gender stereotypes, and, Hense, there is 

reflection of teachers’ gender stereotypes on students’ mathematical achievements. 

By carrying out longitudinal studies, it should be followed at which educational level 

students begin to acquire such gendered perspectives, which academic fields and 

professions they choose, and thus the effects of teacher characteristics on students 

should be revealed more comprehensively.