ABSTRACT
The current literature on gender bias in teacher expectations is inconsistent, likely due to demographic, contextual, and methodological variations across the studies. The formation of teacher bias is a dynamic and complex interpersonal process, influenced by both teacher and student characteristics and further situated in a specific context and time frame. This chapter collates the findings from five independent studies conducted in the Chinese context. These samples involve a total number of 24 schools (junior and senior high), 322 teachers, and 8,648 students from five regions in mainland China, ranging from rural areas, to small cities, to a metropolitan city. The results suggest the existence of gender bias in teacher expectations in the Chinese high school context. Specifically, the direction and magnitude of gender bias may be moderated by student factors (age/grade level), subject factors (Chinese, maths, or English), school factors (school type/structure), and time factors (longitudinal change). Accordingly, a conceptual diagram is proposed to depict the potential influential factors of this complex phenomenon.
