Political Geography wrote:Moving to outcomes during high school (four years after the bias), I find that having a
math teacher who is 1 SD more biased in favor of girls increases girls’ probability of selecting a scientific track in high school by 2.7 percentage points compared to boys. Interestingly, without teachers’ bias in favor of girls, the gender gap in choosing a science track–a predictor of careers in STEM fields–would be 11.7 percent larger in favor of boys
While actually, the average math teacher they studied had a 0.3 SD bias in favor of girls.
In literacy, they found no bias at all, btw. Boring.
I suggest that marking in middle-school to create an illusion of equality, is not the kind of injustice we should die on the hill for.
However, the study shows pretty clearly that some maths teachers have no bias, while some have quite a lot. We should sack some maths teachers, offer head-hunting salaries to attract math teachers from the UK, and we're all good, yeah?
And there's quite a lot of bias as well - they studied two classes, math and literacy. There's a lot of classes besides math and literacy.
Class discrimination intersects with gender discrimination and race discrimination - lower class black boys get all three, lower class black girls get two, lower class white girls get one, higher class black boys get two, higher class white boys get one, and higher class white girls get none at all.
But here's an examination in the same school district - which is usually made up of the same or similar classes, given how our school districts are done (this is also an issue incidentally).
https://www.usnews.com/news/articles/20 ... discipline
School behaviour, and response to it, depends too much on unreliable witnesses: other students. Lots and lots of surveillance is my answer. I'm sure boys or minority students wouldn't behave any worse, if they weren't isolated or bullied by other students, so some social engineering might be called for.
The teachers are ALSO unreliable witnesses. The simple fact is that we view the same behavior out of men as being more heinous than that out of women. We can see this in a lot of contexts. School is one, but there's many others.
Schools do not so much create a social environment, as seek to modify a social environment which students make for themselves. Students are by far the majority, so imposing a culture on them is impossible. Without going too far into social engineering, schools need an excess of teachers to form classes of whatever size and age-range works, since class time is the only time staff have control over how students interact.
Yeah, it costs a bit, but if all students are 'privileged' or 'special' according to their needs, discrimination by sex becomes an irrelevant metric. It might happen, it might not, it does not matter compared the the vast disparity between "good" students and "bad" ones now.
I don't even know what you're trying to say here. The article confirms the same behavior is punished more harshly when the person being punished is male.
This is a top down problem.
Notably, as I said, black students face even more along the same lines:
This is the same treatment boys get, but worse because they're also black.
Do not dare accuse me of not reading all your links. I feel no obligation to. Reading all that another poster wrote before I reply, is all that I owe anybody.
The distinction of socio-economic class is far greater, in school outcomes, college outcomes, and interaction with law-enforcement. The socioeconomic classes are nowhere near as distinct as the Male/Female classes, but with one simple qualification "of the distinct classes, boys are most clearly disadvantaged compared to girls" you would have made an affirmable statement.
WITHOUT that qualification, the disadvantage of boys is quite mild, and doesn't stack up against even Black/White. Considering you're arguing from a position of perceived privilege, it's a really bad idea to exaggerate.
This is not true. If it were quite mild, we wouldn't see the dramatic effects we're seeing throughout the school system based on gender. These effects are cumulative, self reinforcing, and continue to drive dramatic gaps in male and female achievement.