Female teachers transmit math anxiety to female students
  
 Girls often believe themselves to be bad at math, in accordance with  gender stereotyping, and often experience high levels of anxiety about  the subject. That anxiety appears to be driven by social influences, and  may be vanishing in early education. Still, identifying its causes  could help eliminate it at later stages of education, and prevent it  from making a reappearance in young girls.
A new study suggests that  elementary school may be a breeding ground for this anxiety. The study  found that when elementary school teachers, who are primarily female,  displayed a high level of anxiety about math, that skittishness was  transmitted to their female students. 
Those students who spent a year  with a math-phobic teacher displayed lower math achievement and an  increased belief in stereotypes about female mathematical ability.
 
 As the authors note, anxiety about doing math, particularly in a public  forum such as calculating the tip for a restaurant check, has long been  known to be an impediment to math performance, independent of  quantitative skill.
 Elementary education majors have been found to be  particularly afraid of math—more so than any other college major—but  often have little chance to overcome this fear because the math  requirements of their programs are usually minimal. 
 
 While their education may be lacking somewhat in math, that doesn't mean  they'll never have to deal with it again, which turns out to be  problematic, as the authors find that teachers' anxieties about math,  even at elementary level, turn out to have consequences for students.
 
 The study in question assessed the math anxiety of 17 first- and  second-grade female teachers from a large urban midwestern school  district, as well as the math achievement of their students (52 boys and  65 girls). 
Students' ideas about gender and academic stereotypes were  accounted for, including their thoughts on the common belief that girls  are good at reading, while boys are good at math.
 
 The students and teachers were tested for the first three months of the  school year, and then again during the last two months. During the first  three months of school, there was no relation between the teachers'  anxiety and the students' achievements or perception of stereotypes.  There was also no discrepancy between the math performance of boys and  girls. By the last two months of the school year, however, this changed.
 
 Teachers with high math anxiety were shown to have a significant effect  on the math achievement and stereotypes of their female students. Girls  with anxious teachers scored lower on math achievement tests at the end  of the year than girls with more confident teachers—the more anxious the  teacher, the more likely girls were to confirm the stereotype that  girls have less math ability when they took the year-end tests.
 Girls  who agreed with the stereotype all had lower math achievement scores  than girls who did not agree, as well as lower scores than boys in  general, who remained immune to their teachers' influence.
 
 The researchers speculate that the influence of female teachers on their  students results from the tendency of children to emulate adults of the  same gender. 
Seeing a math-anxious woman encouraged female students to  buy into the stereotype that girls were unskilled at math, thereby  allowing themselves to give up on the subject. Meanwhile, boys remained  unaware of the influence, suggesting that the problem was not just poor  teaching skills, since the boys' math achievement would have suffered  were that the case.
 
 The study was somewhat limited in scope, as it didn't look at the  effects of all possible gender combinations of teachers and students.  There may be, for example, a positive and encouraging relationship  between male elementary school teachers and their male students, but the  low population of male elementary school teachers (less than 10  percent) makes this hard to study. 
Females are also more socially  conscious than males, so male students' abilities may be more resilient  in the face of a math-anxious male teacher.
 
 The fact that over 90 percent of elementary school teachers are female,  combined with the high level of math anxiety that many of them transfer  to their students, doesn't bode well for girls' future in math. 
The  study's authors acknowledge that the effect was not staggering, and  there's plenty of room for influence by other female role models in the  students' lives, such as mothers or siblings. Still, the work suggests  that when it comes to math, elementary school teachers need, at the very  least, to put on a much braver face before they do a math problem on  the chalk board.
 By Casey Johnston
                        
                    
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