Gendered Treatment: Student Perceptions and Teacher Gender Impact in STEM Education

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Gender and Racial Disparities in Educational Aspirations, Choices, and Trajectories (Table 12)

Abstract

We use data from the High School Longitudinal Study of 2009 to examine ninth grade students’ perceptions of gender fairness and the impact of same-gender teachers on these perceptions. Our analysis shows that male students, students from lower socioeconomic status, and lower-achieving students perceive lower levels of gender fairness in both mathematics and science classes. This perception of unequal treatment is particularly strong among Black male students and lower-achieving male students. Our student fixed effects models show that perceived gender fairness is enhanced when teachers and students share the same gender. These findings underscore varying perceptions of gendered treatment among students, emphasizing the need to establish equitable learning environments in STEM education.

Authors

• NaYoung Hwang, University of New Hampshire

• Kamala Nasirova, University of New Hampshire

• Suzanne E. Graham, University of New Hampshire