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= Grading Bias in Schools Against Boys = A form of sex discrimination in the educational system, gender inequalities in education impact both men and women during and after their educational experiences. On a global scale, men are more likely to be literate, even though higher literacy rates for women are common in several nations. When pursuing their educational ambitions, men and women experience gender variances. In the past, men tended to get more education than women, however, the gender bias in education gradually turned to men in recent decades. In recent years, teachers have had modest expectations for boys' academic performance. The boys were labeled as reliant, lazy, and uninterested because of their behaviors, which were seen as detrimental to learning. Negative traits might lower the standards that teachers set for student learning, which could ultimately lower the boys' academic achievement.

The Differences in Perception
The impression teachers provide students can affect the grade they receive. At schools or colleges, prejudice against male students is common. Usually, teachers happened to have a better perception of girls than boys. Many teachers have a poorer relationship with boys than girls because they relate to girls more deeply than they do with boys. Due to this bias in grading, male students are more likely than female students to obtain worse grades. Some recent studies indicate that discrimination against boys in grading may contribute to some of this gender disparity. Studies have shown that teachers typically have lower expectations of boys' academic performance and behavior in school, even though most teachers aim to be fair and work to provide equitable learning opportunities for all kids. In Ingela Åhslund and Lena Boström’s study, they’ve discovered that girls are seen as autonomous, driven, and high achievers, whereas boys are seen as troublemakers and underachievers. Moreover, Ingela and Lena found out that gender stereotypes cause differing interpretations of the same behavior in boys and girls, with girls being perceived as independent and having stronger communication and organizational skills and boys being seen as unprepared, unmotivated, and infantile, according to studies on gender attribution.

Grading Bias Against Boys on Different Subjects
In a research conducted by Camille Terrier, she discovered that in both arithmetic and French, teachers' gender bias significantly and highly affects how far boys advance relative to girls. This is the first study to examine gender differences in elementary school performance using objective and subjective performance through scientific data. Even in subjects like math and science, where their test scores were either equal to or lower than the girls' test scores, the study found that boys received worse marks than girls. In middle school, the gender bias of teachers toward males accounts for 6% of the math achievement gap between boys and girls. Moreover, she gathered data from schools in a fairly underdeveloped educational region of France. According to the research, inexperienced instructors tend to be more biased toward boys in the classroom. Teachers assigned to underprivileged areas are frequently younger than those working in institutions with greater privileges. Her study established that gender biases among teachers will significantly affect the success gap between boys and girls in different subjects. This explains why boys are falling further behind girls in academic performance.

Teachers’ Gender Biases Affect Male Students’ Achievement
Girls perform better in school than boys do in the majority of Western nations. Due to their poorer grades, boys have a decreased probability of getting admitted into further education, which may ultimately limit their chances of success in the job market. A study conducted by Organization for Economic Co-operation and Development proved that boys are gradually falling behind girls in schools. Boys who fall behind risk dropping out of school, failing to enroll in college or university, or finding themselves unemployed as a result of this disadvantage. In OECD nations, 66% of women and 52% of men, respectively, entered university programs in 2009, and this disparity is widening. In 2015, 43% of women in Europe between the ages of 30-34 completed higher education, as opposed to 34% of men in the same age bracket. There is considerable interest in figuring out the causes of this disparity because it has grown by 4.4 percentage points over the past ten years. Moreover, male students are at a larger risk of experiencing academic, social, and emotional challenges, which can lead to a greater sense of alienation from oneself and society, according to current research on gender disparities in educational settings at all socioeconomic levels.

Possible Solutions and Implementations
According to Björn Tyrefors Hinnerich, Erik Höglin, and Magnus Johannesson's research, they proved that girls perform better in school than boys has been found in numerous studies. It's critical to keep researching the causes of this gender difference. The most likely explanation is that girls put in more effort in school because this difference does not seem to be the result of discrimination and is unlikely to depend on innate differences in ability. Designing measures to close the gender gap in education requires research into why this is the case and how it differs with different learning contexts. The diverse learning styles used by boys and girls in the classroom must be understood by the school. Boys may be viewed as restless, lazy, and less driven when instruction is not appropriately tailored to their needs. Given the notion that equal circumstances should be established in the classroom, it is important to explore gender inequalities and boys' inferior performance without bias. Instead of focusing on the behavior and performance of their pupils, teachers must be prepared to critically analyze and problematize their own teaching. In order to create inclusive environments for all students, boys and girls alike, it is also crucial that the approach and methods are modified to match the criteria of an equal school, depending on the school's compensating tasks.