Abstract
This multilevel analysis used data from a representative sample from Grades 6, 7, and 8 in public schools in Switzerland. The data included information on (a) 6,602 students (3,307 girls, 3,295 boys) nested within 338 classes and (b) 321 mathematics teachers of these classes. The teachers and the students tended to stereotype mathematics as a male domain, and the teachers' stereotypes significantly affected the students' stereotypes after the author controlled for achievement, interest, and self-confidence in mathematics and for school grade and schooling track.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
