The study by Beilock, Gunderson, Ramirez, and Levine examines the impact of female teachers' math anxiety on the math achievement of their female students. The research found that female teachers' math anxiety negatively affects girls' math achievement, particularly by influencing girls' beliefs about who is good at math. Specifically, the more math-anxious a teacher is, the more likely girls are to endorse the stereotype that "boys are good at math, and girls are good at reading," which in turn leads to lower math achievement for these girls. The study also controlled for the teachers' math knowledge and found that the relationship between teacher anxiety and student achievement was mediated by girls' gender ability beliefs. The findings suggest that female teachers' math anxiety can hinder girls' math achievement by reinforcing gender stereotypes, highlighting the need for addressing math anxiety among educators to improve girls' math performance.The study by Beilock, Gunderson, Ramirez, and Levine examines the impact of female teachers' math anxiety on the math achievement of their female students. The research found that female teachers' math anxiety negatively affects girls' math achievement, particularly by influencing girls' beliefs about who is good at math. Specifically, the more math-anxious a teacher is, the more likely girls are to endorse the stereotype that "boys are good at math, and girls are good at reading," which in turn leads to lower math achievement for these girls. The study also controlled for the teachers' math knowledge and found that the relationship between teacher anxiety and student achievement was mediated by girls' gender ability beliefs. The findings suggest that female teachers' math anxiety can hinder girls' math achievement by reinforcing gender stereotypes, highlighting the need for addressing math anxiety among educators to improve girls' math performance.