Do Teacher and Classroom Characteristics Affect the Way in Which Girls and Boys Are Graded? A Multilevel Analysis of Student-Teacher Matched Data

Autor/inn/en	Lievore, Ilaria; Triventi, Moris
Titel	Do Teacher and Classroom Characteristics Affect the Way in Which Girls and Boys Are Graded? A Multilevel Analysis of Student-Teacher Matched Data
Quelle	In: British Journal of Sociology of Education, 44 (2023) 1, S.97-122 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lievore, Ilaria) ORCID (Triventi, Moris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2122942
Schlagwörter	Foreign Countries; Secondary School Students; Grade 10; Teacher Characteristics; Classroom Environment; Grading; Gender Differences; Gender Discrimination; Student Teachers; Italy + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Klassenklima; Unterrichtsklima; Notengebung; Schulnote; Geschlechterkonflikt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Italien
Abstract	Teachers' evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, and the surrounding context. The aim of this paper is understanding the extent to which teachers grade girls more generously than boys, and which characteristics of teachers and classrooms are likely to reduce this gender grading gap. We use Italian data from INVALSI-SNV, providing information on 10th-grade students linked with their teachers. The analysis relies on grade equation models in multilevel regression analysis, with students as first level, teachers/classrooms as second level, and schools as third level. Results show that, when comparing students who have identical subject-specific competence, teachers are more likely to give higher grades to girls. Furthermore, they demonstrate for the first time that this grading premium favouring girls is systemic, as teacher and classroom characteristics play a negligible role in reducing it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01