Project Description

Perserverance of neuromyths

Tokuhama-Espinosa, 2019

Instructor’s beliefs“Boys have better brains for science than girls, I see this all the time in my class”
Instructional practices
Instructor (unconsciously) treats students differently
Student’s epistemological beliefs
“Some people are naturally good at science and I am (not) one of them”
Student’s selfperception as a learner
Girl: “I am (not) good at science” Boy: “I am good at science”
Student learning outcomes
Success and failure based on gender
Instructor’s self-efficacy
“I am (not) a good teacher