Inequality in the Classroom: The Impact of High School Teachers’ Gender Bias on Students’ Academic Performance
Authors
Andu Wang*
Shulan International Medical College, Zhejiang Shuren University, Hangzhou, 310015, China
*Corresponding author. Email: 201911006117@stu.zjsru.edu.cn
Corresponding Author
Andu Wang
Available Online 8 April 2022.
- DOI
- 10.2991/assehr.k.220401.165How to use a DOI?
- Keywords
- teacher gender bias; high school students; academic performance; experimental study
- Abstract
Educational equality is seen as an important force in achieving social equality, but what are the implications if education itself is not equal? The experimental study was designed to reveal the effect of teacher gender bias on student academic achievement by analyzing teacher-student interactions in the classroom with 20 teachers and 400 high school students selected from two different districts in Shanghai, China, and divided into 20 groups. This will help to understand that educational inequalities do not only stem from differences in family background, but also exist in the teaching and learning process.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Andu Wang PY - 2022 DA - 2022/04/08 TI - Inequality in the Classroom: The Impact of High School Teachers’ Gender Bias on Students’ Academic Performance BT - Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022) PB - Atlantis Press SP - 863 EP - 868 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220401.165 DO - 10.2991/assehr.k.220401.165 ID - Wang2022 ER -