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Originalbeitrag

Geschlechtsspezifische Erwartungseffekte in Mathematik

Welche Rolle spielt das Professionswissen der Lehrkräfte?

Published Online:May 08, 2020https://doi.org/10.1026/0049-8637/a000212

Abstract

Zusammenfassung. Erwartungen von Lehrkräften werden als wichtiger Faktor für die Leistungsentwicklung von Schülerinnen und Schülern gesehen. Offen ist bisher, inwiefern Merkmale der Lehrkräfte deren Erwartungen beeinflussen. Ein wesentliches Merkmal von Lehrkräften ist ihr Professionswissen. Basierend auf einer Stichprobe von 796 Grundschulkindern und ihren 50 Lehrkräften untersuchte die vorliegende Studie die Zusammenhänge zwischen dem Geschlecht von Grundschulkindern, den mathematikbezogenen Leistungserwartungen von Lehrkräften, dem Professionswissen von Lehrkräften und der Mathematikleistung von Grundschulkindern. Im Fokus stand die Frage, ob das Professionswissen von Lehrkräften mit den geschlechtsspezifischen Erwartungseffekten zusammenhängt. Mehrebenenanalysen zeigten einen positiven Zusammenhang zwischen den Erwartungen der Lehrkräfte und der Mathematikleistung der Grundschulkinder. Darüber hinaus hatten die Lehrkräfte bei der Mathematikleistung höhere Erwartungen an die Jungen als an die Mädchen. Zudem erklärten die höheren Leistungserwartungen an die Jungen die Leistungsunterschiede zwischen Jungen und Mädchen. Es konnte kein Zusammenhang zwischen dem Professionswissen und den geschlechtsspezifischen Erwartungseffekten gefunden werden. Mögliche Ansätze zur Minimierung von Erwartungseffekten werden diskutiert.


Gender-specific expectancy effects in mathematics. What role does the professional knowledge of teachers play?

Abstract. Teacher expectations are considered an important factor in students’ achievement development. However, it is still unclear to what extent teacher characteristics influence their expectations. One important teacher characteristic is their professional knowledge. Based on a sample of 796 primary school students and their 50 teachers, this study examined the relations between students’ gender, teacher expectations of student mathematics achievement, professional knowledge of teachers and student mathematics achievement. The focus was whether the professional knowledge of teachers is related to gender-specific teacher expectation effects. Multilevel analyses showed a positive relation between teacher expectations and student mathematics achievement. In addition, teachers had higher expectations for boys’ mathematics achievement than for girls’ mathematics achievement. Furthermore, teachers’ higher expectations of boys’ mathematics achievement explained the differences between boys’ and girls’ mathematics achievement. We could not find any relation between the professional knowledge and the gender-specific expectation effects. Possible approaches to minimize expectation effects are discussed.

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