This study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’ math achievement through the...Show moreThis study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’ math achievement through the stereotypical belief that women do worse in maths than men. In addition, this study examined whether parents’ endorsements of gender stereotypes moderate the relation between teachers’ math anxiety and girls’ math performance. Furthermore, this study investigated the link between parents’ and children’s gender stereotypical thinking. Thirty female teachers completed the Mathematics Anxiety Scale. Children (n = 195) from 6th to 8th grade and their parents (n = 118) completed the Student Attitude Questionnaire, which measured stereotypical thinking. Children’s test scores of the Institute of Educational Measurement represented mathematic performance. Our results indicated no relation between teachers’ math anxiety and students’ math achievement. Nor did we find that stereotypical thinking was a mediating factor. Hence, there was no protective role to play for parents. Furthermore, parents’ degree of gender stereotypical thinking could not predict the girls’ gender stereotypical thinking. Thus, in late elementary school, teachers’ math anxiety is not negatively correlated to girls’ math achievement or gender stereotypical thinking. Moreover, we did not find evidence to suggest a relation between gender stereotypical thinking of parents and children. Based on the current sample, there is no reason for concern regarding the attitude of teachers in the field of mathematics. Future research in the Netherlands is recommended in which children of different ages are involved and gender stereotypes are measured both explicitly and implicitly.Show less
