Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

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

8 references·8 citing·48 second hop

FromToDepth

this work references cited by second hop

References

2002Role congruity theory of prejudice toward female leaders.7,296 cited
2014What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching762 cited
2016Gender biases in student evaluations of teaching497 cited
2008The strong, sensitive type: Effects of gender stereotypes and leadership prototypes on the evaluation of male and female leaders492 cited
2018Gender Bias in Student Evaluations347 cited
2013Gendered Citation Patterns in International Relations Journals295 cited
2017Gender in the Journals: Publication Patterns in Political Science282 cited
2000Women Are Teachers, Men Are Professors: A Study of Student Perceptions170 cited

Cited by

2020From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond118 cited
2020Exploring the personal and professional factors associated with student evaluations of tenure-track faculty78 cited
2022“That's bang out of order, mate!”: Gendered and racialized micro‐practices of disadvantage and privilege in UK business schools24 cited
2024Getting what you expect: How civil servant stereotypes affect citizen satisfaction and perceived performance23 cited
2024Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams20 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2023Bringing Social Justice Context into Civil Engineering Courses for First-Year and Third-Year Students8 cited

2022How sociolinguistic factors shape children’s subjective impressions of teacher quality6 cited

2026Transactional schooling and consequential learning: The dual object model of engineering department culture1 cited