Recent research conducted at numerous universities has found evidence of instructor-gender differences in student evaluations of teaching (SET). This paper examines whether such gender effects exist in “instructor overall” ratings within a database of SET that includes almost 600,000 observations from the past 11 years for the Faculty of Arts and Sciences (FAS) at a large research university in the northeastern United States. First, using multivariate OLS regression analysis, we tested 32 hypotheses of gender differences within discipline-rank combinations. Of the 32, only two hypothesis tests showed statistically significant gender differences in the instructor overall rating; one discipline-rank combination had higher average scores for male instructors, and one discipline-rank combination had higher average scores for female instructors. Second, using quasi-experimental data from calculus courses, we found that mean instructor overall scores of female instructors were different from those of male instructors only for Teaching Assistants (TAs) and Teaching Fellows (TFs), with higher scores for female TAs and TFs. Overall, we find no evidence of systematic gender differences in our analysis.

在众多大学中进行的最新研究发现，在学生对教学的评价（SET）中，教师与性别之间存在差异。本文研究了SET数据库中“教师整体”评级中是否存在这种性别影响，该数据库包括过去11年中美国东北部大型研究型大学文理学院（FAS）进行的近600,000项观察。首先，我们使用多元OLS回归分析，对学科等级组合中的32个性别差异假设进行了测试。在这32个假设中，只有两个假设检验显示出教师总体评价在统计学上有显着的性别差异。一个学科等级组合的男指导教师的平均得分较高，而一个学科等级组合的女指导教师的平均得分较高。第二，使用微积分课程的准实验数据，我们发现，女教员的平均教练总体得分与男教员的平均得分不同，仅教员（TA）和教员（TF）有所不同，女助教和TF的得分更高。总体而言，我们在分析中没有发现系统的性别差异的证据。