Gender-specific Grading? The Influence of Behavioral Features as Evaluated by Teachers on Grading

Han M, Elsaesser S, Lang V, Ditton H. Geschlechtsspezifische Benotung? Der Einfluss der von Lehrkräften eingeschätzten Verhaltensmerkmale auf die Notengebung. Zeitschrift für Soziologie der Erziehung und Sozialisation. 2017;37(2):174-194.This paper investigates the role of teacher-rated work habits and social behavior on school grades during primary schooling. Based on the German school law it is shown that teachers' scope of discretion might be an indication for gender differences in grading. We use longitudinal data from the study "Competence development and educational trajectories within the school system" (KOALA-S). Our results show that in contrast to social behavior, work habits have a substantial positive effect on grades in both major subjects, German and mathematics. While gender differences for grades in German are completely mediated by work habits, there remains a gender gap to the disadvantage of girls for grades in mathematics. We discuss our results with regard to possible processes of gender-stereotyping in grading and related consequences for the subject-specific self-perception of girls