Elementary Teachers’ Biases Can Discourage Girls From Math and Science

Early educational experiences have a quantifiable effect on the courses students choose later, a study shows

Elementary School Teachers’ Biases Can Discourage Girls From Math, Science.

The New York Times (2/6, Miller, Subscription Publication) reports that a new study by the National Bureau of Economic Research says that the influence of a teachers’ unconscious biases is among the many factors that play a role in why women are underrepresented in math and science jobs. However, the study “also highlights how powerful a little encouragement can be,” finding that “early educational experiences have a quantifiable effect on the math and science courses the students choose later, and eventually the jobs they get and the wages they earn.” According to the study, “the effect is larger for children from families in which the father is more educated than the mother and for girls from lower-income families.”

Source: www.nytimes.com

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