Revisiting gender and teaching evaluations: Sex still makes a difference

Using standardized lists of sex-stereotyped traits and a student-generated list of preferred reaching behaviors, the researchers asked subjects ro rate the desirability of traits and the importance of behaviors for ''Sam,'' ''Sarah,'' or ''Dr.'' Lawson, a supposed applicant for a university reaching position. Masculine traits were preferred over feminine, and trait preferences were affected by the sex of the professor. Discriminant analysis of the behavioral statements clearly indicated students had different preferences based on the sex of the professor, and the pattern of such evaluations was significantly predicted by the sex of the rater. The sex-biased pattern was clearer for male raters than female. The results support previous research that ''sex makes a difference'' in many social interactions, with the classroom being no exception. Results are discussed in the context of the overall debate over the use of student evaluations of faculty.