What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

被引：421
作者：
MacNell L. [1 ]
Driscoll A. [2 ]
Hunt A.N. [3 ]
机构：
[1] Department of Sociology and Anthropology, 334 1911 Building, Campus Box 8107, Raleigh, 27695, NC
[2] University of Wisconsin-La Crosse, La Crosse, WI
[3] University of North Alabama, Florence, AL
来源：
Innovative Higher Education | 2015年 / 40卷 / 4期
关键词：
gender bias; gender inequality; student evaluations of instruction; student ratings of teaching;
D O I：
10.1007/s10755-014-9313-4
中图分类号：
学科分类号：
摘要：
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. © 2014, Springer Science+Business Media New York.
引用
收藏
页码：291 / 303
页数：12
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