Gender bias in teachers’ grading: what is in the grade
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985998%3A_____%2F18%3A00492795" target="_blank" >RIV/67985998:_____/18:00492795 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1016/j.stueduc.2018.07.006" target="_blank" >http://dx.doi.org/10.1016/j.stueduc.2018.07.006</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.stueduc.2018.07.006" target="_blank" >10.1016/j.stueduc.2018.07.006</a>
Alternative languages
Result language
angličtina
Original language name
Gender bias in teachers’ grading: what is in the grade
Original language description
It is a common empirical finding across countries that, on average, girls outperform boys in languages, whereas boys outperform girls in mathematics. We enrich the existing empirical evidence by combining admission test scores and teachers’ grading of 15-year-old pupils’ performance in mathematics and their native language in the Czech Republic, and furthermore, we investigate possible gender bias in teachers’ grading. The directions of the gender differences in performance we estimate are consistent with international patterns and we document that teachers’ grading is biased in favor of girls both in mathematics and in native language. The gender effect in grading is sizeable across the whole performance distribution and can be explained neither by the students’ differing perceptions of stress at exams, nor by the students’ attitudes toward the subject in question. The most plausible explanation is that the gender grading gap is due to gender difference in non-cognitive skills, such as in-class behavior and homework, confounding teachers’ grades but not test scores. Since grades constitute the main feedback about students' academic performance and a crucial factor in decision-making about their future academic careers, biased grading may cause inefficiencies to the educational system and consequently can negatively affect future labor market careers.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50202 - Applied Economics, Econometrics
Result continuities
Project
<a href="/en/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: The relationships between skills, schooling and labor market outcomes: A longitudinal study</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
STUDIES IN EDUCATIONAL EVALUATION
ISSN
0191-491X
e-ISSN
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Volume of the periodical
59
Issue of the periodical within the volume
December
Country of publishing house
NL - THE KINGDOM OF THE NETHERLANDS
Number of pages
9
Pages from-to
141-149
UT code for WoS article
000453494800016
EID of the result in the Scopus database
2-s2.0-85050318769