Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity

Kerry Chávez · Kristina M.W. Mitchell

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Evaluation of Teaching Practices Critical Race Theory in Education Names, Identity, and Discrimination Research

Abstract

ABSTRACT Research continues to accumulate showing that in instructor evaluations students are biased against women. This article extends these analyses by examining the dynamics between evaluations and gender and race/ethnicity. In a quasi-experimental design, faculty members teaching identical online courses recorded welcome videos that were presented to students at the course onset, constituting the sole exposure to perceived gender and race/ethnicity. This enables exploration of whether and to what degree the instructors’ characteristics influenced student evaluations, even after holding all other course factors constant. Findings show that instructors who are female and persons of color receive lower scores on ordinal student evaluations than those who are white males. Overall, we add further evidence to a growing literature calling for student evaluations of teaching (SETs) reform and extend it to encompass the effects on racial/ethnic minorities in addition to women.

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2002Role congruity theory of prejudice toward female leaders.2014What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching 2016Gender biases in student evaluations of teaching 2008The strong, sensitive type: Effects of gender stereotypes and leadership prototypes on the evaluation of male and female leaders 2018Gender Bias in Student Evaluations 2013Gendered Citation Patterns in International Relations Journals 2017Gender in the Journals: Publication Patterns in Political Science 2000Women Are Teachers, Men Are Professors: A Study of Student Perceptions

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