Teachers Give Girls Better Grades on Math Tests When They Don’t Know They Are Girls

Recent studies found that unconscious bias exists that shapes responses to students’ interest and performance in math still exist. There’s a large body of research showing that teacher expectations can dramatically influence whether a student shows “innate” talent. The process to end this bias will be long, but realizing the bias exists- even in female teachers- is the first step.

Read this article from Slate Magazine here.