In three experiments (Ns = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.

在三个实验中（Ñs = 327/137/210），我们调查了成年男性（数学）和成年女性（德语）的测试成绩和精心设计的反馈是否受学生性别的偏见。为此，职前教师对测验进行评分并提供书面反馈，据称这些测验来自男孩或女孩。此外，在研究1和2中测量了参与者对刻板印象的信念，并在研究3中对其进行了操纵以测试其调节作用。一项针对三项研究的荟萃分析证实了以下模式：如果评估者认可了刻板印象，则为小至中度的与刻板印象形成对比的等级偏见，但如果没有，则没有偏见。根据刻板印象，来自性别的测试在领域中较弱，其评分较高。研究1和3进一步表明，据称较弱的性别得到了更多详尽的反馈。