Bias in Teaching Evaluations
Equity/Bias in Teaching Evaluations Abstracts
M. H. Abel and A. L. Meltzer, , Students ratings of a male and female professors’ lecture on sex discrimination in the workforce
Male (n = 41) and female (n = 46) undergraduates evaluated an identical written lecture that they were told was by a male professor or a female professor. The lecture focused on pay disparities between men and women in the workforce and was intended to instill a perception of sex discrimination in the workforce. Both male and female students rated the male professor and his lecture more positively and less sexist than they rated the female professor and her lecture.
J. Arbuckle and B. D. Williams, Student’ perceptions of expressiveness: Age and gender effects on teacher evaluations
This study investigated the relationship between students’ perceptions of the expressiveness of professors and implicit age and gender stereotypes. Male and female undergraduates (N = 352) watched slides of an age- and gender-neutral stick figure and listened to a neutral voice presenting a lecture. Then, they completed teacher evaluation forms that indicated 1 of 4 different age and gender conditions (male, female, “old,” and “young”). Students rated the “young” male professor higher than they rated the “young” female, “old” male, and “old” female professors on speaking enthusiastically and using a meaningful voice tone during the lecture.
C. M. Bachen, M. M. McLoughlin, & S. S. Garcia, Assessing the role of gender in college students’ evaluations of faculty
In this study, researchers surveyed nearly 500 university students about their perceptions of male and female faculty, in order to investigate whether students’ assessments of male and female professors are influenced by traditional gender schema. Female students rated female faculty especially high across five teaching dimensions and male faculty comparatively lower. By contrast, male students did not evaluate male and female professors as significantly different. Faculty assessments were further influenced by the strength of students’ gender schema.
S. A. Basow, Student evaluations of college professors: When gender matters
In this study, researchers analyzed student evaluations completed over a four-year period at a private liberal arts college for the effects of teacher gender, student gender, and divisional affiliation. Overall, the ratings of male professors appeared to be unaffected by student gender. By contrast, female professors tended to receive their highest ratings from female students and their lowest ratings from male students. The interaction between student gender and teacher gender generally remained when possible confounding factors (e.g., teacher rank) were removed. The mean ratings that female and male professors received also varied as a function of the divisional affiliation of the course.
S. A. Basow and N. T. Silberg, Student evaluation of college professors: Are female and male professors rated differently?
More than 1,000 male and female college students of 16 male and female professors (matched for course division, years of teaching, and tenure status) evaluated their instructors on teaching effectiveness and sex-typed characteristics. Male students gave female professors significantly poorer ratings than male professors on the six teaching evaluation measures. Male students’ ratings of female professors were poorer than those of female students on four of the six measures. On three measures, female students evaluated female professors less favorably. Student perceptions of a professor's instrumental/active and expressive/nurturant traits accounted for only a few of the gender-related effects.
L. Bates, Female academics face huge sexist bias – no wonder there are so few of them
A new online tool reveals the stark gender bias in how students evaluate their university lecturers. This is yet another hurdle for women in academia to overcome.
Gender Biases in Student Evaluations of Teachers and their Impact on Teacher Incentives
This paper uses a unique database from a French university to analyze gender biases in student evaluations of teachers (SETs). The results of generalized ordered logit regressions and fixed-effects models suggest that male teachers tend to receive higher SET scores because of students’ gender biases. Male students in particular express a strong bias in their favor: male students are approximately 30% more likely to give an excellent overall satisfaction score to male teachers compared to female teachers. The different teaching dimensions that students value in men and women tend to correspond to gender stereotypes. The teaching dimensions for which students perceive a comparative advantage for women (such as course preparation and organization) tend to be more time-consuming for the teacher, compared to the teaching dimensions that students value more in men (such as class leadership skills). Men are perceived as being more knowledgeable (male gender stereotype) and obtain higher SET scores than women, but students appear to learn as much from women as from men, suggesting that female teachers are as knowledgeable as men. Finally, I find that if women increased students’ continuous assessment grades by 7.5% compared to the grades given by their male colleagues, they could obtain similar overall satisfaction scores as men. Yet, women do not act on this incentive (men and women give similar continuous assessment grades), suggesting that female teachers are unaware of students’ gender biases. These biases have strong negative consequences for female academics, who may spend more time on teaching to try to obtain high SET scores, reducing time available for research. The results suggest that better teaching is not necessarily measured by SETs.
A. Boring, K. Ottoboni, and P. B. Stark, Student evaluations of teaching are not only unreliable, they are significantly biased against female instructors
A series of studies across countries and disciplines in higher education confirm that student evaluations of teaching (SET) are significantly correlated with instructor gender, with students regularly rating female instructors lower than male peers. Anne Boring, Kellie Ottoboni and Philip B. Stark argue the findings warrant serious attention in light of increasing pressure on universities to measure teaching effectiveness. Given the unreliability of the metric and the harmful impact these evaluations can have, universities should think carefully on the role of such evaluations in decision-making.
S. Buck and D. Tiene, The Impact of Physical Attractiveness, Gender, and Teaching Philosophy on Teacher Evaluations
This study explored the impact of teachers’ physical appearance and teaching philosophy on other persons’ perceptions of their competence. Secondary-level student teachers were given photographs of attractive and unattractive teachers of both genders. Each photograph was attached to a written statement about teaching, describing the teachers’ instructional approach as either authoritarian or humanistic. We did not find any main effects of attractiveness or gender upon perceptions of competence. These findings contradicted the results of some previous studies in which the only basis for evaluation was a photograph. A significant interaction occurred between attractiveness, gender, and authoritarianism. The attractive female authoritarian teacher was rated significantly less negatively than the other three types of authoritarian teachers. We hypothesized that she may have been less credible as an authoritarian figure and was consequently spared some of the negativity directed toward the others.
L. MacNell, A. Driscoll, & A.N. Hunt, What’s in a name: Exposing gender bias in student ratings of teaching
Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention.
F. Mengel, J. Sauermann, & Ulf Zölitz, Gender Bias in Teaching Evaluations
“This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students’ grades nor self-study hours are affected by the instructor’s gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students’ evaluations, is larger for mathematical courses and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women’s confidence and through the reallocation of instructor resources away from research and towards teaching.”
P. Miles and D. House, The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations
This study by Patti Miles and Deanna House analyzes 30,000 student evaluations of 255 professors spanning six semesters during a three-year period. The authors found that while “women seem to be competitive with their male colleagues on many levels…when it comes to teaching large classes their scores on STEs seem to drop substantially”. They urge educators and administrators not to rely solely on student evaluations to measure teacher effectiveness, and to utilize this information in conjunction with other methods.
N. Wagner, M. Rieger, and K. Voorvelt, Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams
This paper studies the effect of teacher gender and ethnicity on student evaluations of teaching at university. Wagner, Rieger and Voorvelt analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Blended co-teaching allows them to study the link between student evaluations of teaching and teacher gender as well as ethnicity exploiting within course variation in a panel data model with course-year fixed effects. The authors document a negative effect of being a female teacher on student evaluations of teaching, which amounts to roughly one fourth of the sample standard deviation of teaching scores. Overall women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor compared to men. The effect is robust to a host of co-variates such as course leadership, teacher experience and research quality, as well as an alternative teacher fixed effect specification. There is no evidence of a corresponding ethnicity effect. Our results are suggestive of a gender bias against female teachers and indicate that the use of teaching evaluations in hiring and promotion decisions may put female lectures at a disadvantage.