ABSTRACT This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics.

中文翻译：

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皮格马利翁人和性别鸿沟：教师的期望是否会导致入学初期男孩和女孩之间的成就差异？

摘要本研究探讨了在上学第一年，教师期望在阅读和数学中出现的性别差距中的作用。因此，我们首先调查了男孩和女孩在对教师期望值影响的脆弱性方面是否存在差异。其次，我们分析了教师期望的性别差异是否会导致性别成就差距。我们的分析基于德国的1,025名一年级学生。在大多数学生中，男孩和女孩在受到教师期望影响方面的脆弱性没有差异。进一步的分析检查了一个学生小组，这些小组是相对较高的教师期望偏差的目标，并且显示出意外的高或低成就。在这个特定的子组中 女孩的数学成绩受到负面偏向期望的负面影响更大，与男孩的成就相比，从正面偏见中获得的收益更少。调解分析表明，教师的期望偏差并没有真正造成阅读或数学上的性别差距。