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<p>Gender-based stereotypes in mathematics, mainly the belief that boys possess greater natural ability, can influence students’ academic confidence, subject choices, and career aspirations. These beliefs are often transmitted through socialising agents such as parents and teachers. This qualitative study explored how 34 parents and teachers in Lebanon perceived children’s mathematical abilities, gender roles, and academic potential. Semi-structured interviews and reflexive thematic analysis were employed. The study found that mathematics was often valued more highly than other subjects and associated with innate intelligence, specifically in boys. Attributional gender bias was reflected in girls’ success being commonly attributed to effort and discipline rather than ability. Participants expressed support for gender equality, but their language frequently reinforced boys as the benchmark. The findings suggested that gender stereotypes remained embedded in everyday discourse and continued to form perceptions of children’s mathematical potential. Future research should focus more on language, expectations, and educational practices promoting equitable and inclusive learning environments.</p>

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Parents’ and teachers’ gender role attitudes and perceptions of mathematics achievement in Lebanon: bias against girls

  • 期刊论文

  • 发表日期：

    2025年10月25日

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  • Layla Basma,
  • Christine M. Rubie-Davies

摘要

Gender-based stereotypes in mathematics, mainly the belief that boys possess greater natural ability, can influence students’ academic confidence, subject choices, and career aspirations. These beliefs are often transmitted through socialising agents such as parents and teachers. This qualitative study explored how 34 parents and teachers in Lebanon perceived children’s mathematical abilities, gender roles, and academic potential. Semi-structured interviews and reflexive thematic analysis were employed. The study found that mathematics was often valued more highly than other subjects and associated with innate intelligence, specifically in boys. Attributional gender bias was reflected in girls’ success being commonly attributed to effort and discipline rather than ability. Participants expressed support for gender equality, but their language frequently reinforced boys as the benchmark. The findings suggested that gender stereotypes remained embedded in everyday discourse and continued to form perceptions of children’s mathematical potential. Future research should focus more on language, expectations, and educational practices promoting equitable and inclusive learning environments.