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3 - Gender differences in teachers’ perceptions and children’s ability self-concepts

Published online by Cambridge University Press:  05 October 2014

By
Katja Upadyaya  and
Jacquelynne S. Eccles
Edited by
Ingrid Schoon  and
Jacquelynne S. Eccles
Katja Upadyaya
Affiliation:
University of Michigan
Jacquelynne S. Eccles
Affiliation:
University of Michigan
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Jacquelynne S. Eccles
Affiliation:
University of Michigan, Ann Arbor
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Summary

Abstract

The aim of the present study is to investigate the associations between primary school teachers’ perceptions of ability and effort and children’s ability self-concepts and performance in math and reading. Moreover, special focus is put on the possible gender differences in teachers’ ability and effort perceptions. The study uses data from the Childhood and Beyond (CAB) Study in which three cohorts of elementary school children and their teachers were followed. The sample includes 849 children (240 second-graders, 246 third-graders, and 363 fifth-graders) and their teachers. Information concerning children’s ability self-concepts and actual performance in math and reading was gathered during the spring term. Teachers rated the children’s ability and effort at the same time. The results show, first, that teachers’ perceptions of ability and effort positively predict children’s ability self-concepts in math and reading. Moreover, gender differences are found in teachers’ perceptions: teachers tend to rate boys as having higher abilities in math than girls, and they tend to rate girls as putting more effort into reading than boys.

Type
Chapter
Information
Gender Differences in Aspirations and Attainment
A Life Course Perspective
 , pp. 79 - 100
Publisher: Cambridge University Press
Print publication year: 2014

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