these classes. A study by Fennema et al. has also shown that teachers tend to name males when asked to list their "best math students". Females are more likely than males to be negatively impacted by this underestimation of their math abilities. These gender-specific evaluations from teachers are implicit; usually the teachers have no idea that they are favoring one gender over the other until they are shown concrete evidence, such as a video recording of their classroom. However, even though the discrimination is implicit, it still has negative effects on both male and female students. There is conflicting evidence about whether teacher assessments of student performance and ability are consistent with cognitive assessments like standardized tests. Teacher assessment evidence comes from a relatively small number of classrooms when compared to standardized tests, which are administered in every public school in all fifty states. Stereotyping There is speculation that gender stereotyping within classrooms can also lead to differences in academic achievement and representation for female and male students. Math and science are often perceived as "masculine" subjects because they lead to success in "masculine" fields, such as medicine and engineering. English and history, on the other hand, are often perceived as "feminine" subjects because they are more closely aligned with "feminine" jobs, such as teaching or care work. These stereotypes can influence student achievement in these areas. Research on stereotype threat has shown that gender stereotypes decrease the mathematical self-esteem of many female students, and that this lack of academic confidence leads to anxiety and poorer performance on math exams. Parent socialization How a child's parents view his or her skills can also contribute to the gender achievement gap in education. A study by Jacobs and Eccles has shown that adults rate female children as having better social skills than male children, and that girls are more likely to be seen as "good children" than boys. These gender-based stereotypes can perpetuate the gender achievement gap in education by influencing parents' perceptions of their children's skills, and these perceptions can influence the types of activities and subjects parents steer their children toward. Socio-economic factors The gender achievement gap, measured by standardized test scores, suspensions, and absences, in favor of female students, is larger at worse schools and among lower-income households. So poverty and school quality are partially responsible for the gap. Self-regulation and conscientiousness Girls tend to have better self-regulation skills