High school math teachers’ ratings of their students reveal a gender bias, according to an analysis of national survey data.
根据一项全国性调查数据的分析，高中数学教师对其学生的评价表明了其性别偏见。
Teachers tend to rate white girls’ math abilities lower than those of white male students, even when the girls’ grades and test scores are comparable to boys, according to a team of researchers who analyzed data collected as part of the national Educational Longitudinal Study of 2010.
此项调查是2010年全美教育纵向研究的一部分，一组研究人员对所收集的调查数据进行了分析，其分析结果显示：教师往往认为女生的数学能力比男生的低，甚至当女生们的成绩和考试分数可与男生比肩也还是如此。
"We find evidence of a consistent bias against white females, which although relatively small in magnitude, suggests that teachers hold the belief that math is just easier for white males than it is for white females," write Catherine Riegle-Crumb and Melissa Humphries of the University of Texas at Austin in the April issue of the journal Gender & Society.
“我们发现有证据表明老师对女生一贯存在着偏见，尽管可能没那么严重，但仍可看出教师们坚信数学对于男生来说更为容易些，” 得克萨斯大学奥斯汀分校的凯瑟琳里格尔・克拉姆和梅丽莎・汉弗莱斯在《性别与社会》4月发行的期刊中如是写道。
Starting in 2002, the ELS began following a nationally representative cohort of high-school students, collecting information from students, parents, librarians and teachers. More data will be collected from the cohort this year, according to the U.S. National Center for Education Statistics.
从2002年开始，ELS（教育纵向研究）开始追踪高中学生的全国代表性同期群组，从学生、家长、图书馆员和教师中收集信息。根据美国国家教育统计中心的计划，今年将从同期生中收集更多的数据。
"The bias teachers reveal against white female students may very well be something they are not consciously aware of, but it’s usually subtle," said Riegle-Crumb in a news release issued by the university. "But it’s definitely present, per our research findings."
“教师对女生表现出的偏见完全可能是他们完全没有意识到的，但这种偏见通常是非常微妙的，” 里格尔・克拉姆在大学发布的一篇新闻稿中说。 “根据我们的研究结果，这种现象肯定存在。”
ELS data showed most teachers rated the math abilities of male and female minorities lower when their test scores and grades were low, but this does not constitute a bias because reasonable data support the teachers’ evaluations, according to the researchers.
ELS的数据还表明，当少数民族学生的考试成绩和分数低时，大多数教师都会认为其数学能力较差，但根据研究人员的观点，这种不能算是偏见，因为有合理的数据支持教师的评估。
However, this does not mean that minority students are free from negative stereotypes, according to Riegle-Crumb. Previous research suggests race plays into teachers’ expectations of students.
不过根据里格尔・克拉姆的说法，这并不意味着少数民族学生就可以因此摆脱负面成见。以往研究表明种族不同，会影响了教师对学生的期望值。
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