High school math teachers' ratings of their students reveal a gender bias, according to an analysis of national survey data.
根據(jù)一項(xiàng)全國性調(diào)查數(shù)據(jù)的分析，高中數(shù)學(xué)教師對其學(xué)生的評價(jià)表明了其性別偏見。

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.
此項(xiàng)調(diào)查是2010年全美教育縱向研究的一部分，一組研究人員對所收集的調(diào)查數(shù)據(jù)進(jìn)行了分析，其分析結(jié)果顯示：教師往往認(rèn)為女生的數(shù)學(xué)能力比男生的低，甚至當(dāng)女生們的成績和考試分?jǐn)?shù)可與男生比肩也還是如此。

"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.
“我們發(fā)現(xiàn)有證據(jù)表明老師對女生一貫存在著偏見，盡管可能沒那么嚴(yán)重，但仍可看出教師們堅(jiān)信數(shù)學(xué)對于男生來說更為容易些，” 得克薩斯大學(xué)奧斯汀分校的凱瑟琳里格爾·克拉姆和梅麗莎·漢弗萊斯在《性別與社會》4月發(fā)行的期刊中如是寫道。

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.
從2002年開始，ELS（教育縱向研究）開始追蹤高中學(xué)生的全國代表性同期群組，從學(xué)生、家長、圖書館員和教師中收集信息。根據(jù)美國國家教育統(tǒng)計(jì)中心的計(jì)劃，今年將從同期生中收集更多的數(shù)據(jù)。

"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."
“教師對女生表現(xiàn)出的偏見完全可能是他們完全沒有意識到的，但這種偏見通常是非常微妙的，” 里格爾·克拉姆在大學(xué)發(fā)布的一篇新聞稿中說。 “根據(jù)我們的研究結(jié)果，這種現(xiàn)象肯定存在?！?/div>

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的數(shù)據(jù)還表明，當(dāng)少數(shù)民族學(xué)生的考試成績和分?jǐn)?shù)低時(shí)，大多數(shù)教師都會認(rèn)為其數(shù)學(xué)能力較差，但根據(jù)研究人員的觀點(diǎn)，這種不能算是偏見，因?yàn)橛泻侠淼臄?shù)據(jù)支持教師的評估。

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.
不過根據(jù)里格爾·克拉姆的說法，這并不意味著少數(shù)民族學(xué)生就可以因此擺脫負(fù)面成見。以往研究表明種族不同，會影響了教師對學(xué)生的期望值。