New article published titled "Exploring The Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire."

Math gender stereotypes are still widespread in Western cultures. There is some evidence that these stereotypes are based on scientifically debunked concepts (misconcepts). To investigate the prevalence of these misconceptions among teachers, the researchers developed a misconception questionnaire called the Math-Gender Misconception Questionnaire. This was evaluated with 303 prospective teachers in the study reported in the article. The questionnaire measured the presence of three math-gender misconceptions using three scales of five misconception items each.

The scale reliability for each of the three scales ranged from acceptable to good. The structure of the questionnaire with three factors could be proven by means of a structural equation model and the comparison with another single factorial model. Consistent with expectations, there was also a correlation with a math gender stereotype, which speaks to the convergent validity of the measure as well as a relationship between math gender misconceptions and math gender stereotypes. However, more research is needed to make a clear statement about the nature of the relationship.

Within the sample studied, it was found that while prospective teachers did not have strong math-gender misconceptions, 48% of them strongly agreed with at least one misconception item. This suggests that prospective teachers do not have fully correct concepts about math and gender. Accordingly, it might be helpful to encourage conceptual changes to the three math-gender misconcepts studied.

Reference: Dersch, A.-S., Heyder, A., & Eitel, A. (2022). Exploring the nature of teachers' math-gender stereotypes: The Math-Gender Misconception Questionnaire. Frontiers in Psychology, 1728. https://doi.org/10.3389/fpsyg.2022.820254

You can read the study in full for free at this link.