Drawing on social role theory (Eagly & Wood, 2016), this paper seeks to understand the nature and causes of gender bias in student evaluations of teaching (SETs) by looking at student evaluations of faculty at two time periods: on the second day of class and on the day after the first exam grade is returned. We seek to understand whether bias exists at the onset of the semester and whether backlash after grading exacerbates any differences. We hypothesized that students would perceive grade feedback more harshly from a female faculty member than a male faculty member due to role congruency expectations of communality in women. The results indicate limited evidence for gender bias at the onset of the semester (the second day of class) and strong evidence for bias against female faculty after the first exam grade is received. This work advances our understanding of when bias develops within the semester and why it may occur. The findings of this study should be of interest to administrators and human resource personnel by ultimately aiding their ability to better manage gender bias in performance evaluations.

本文借鉴社会角色理论 (Eagly & Wood, 2016)，通过观察学生在两个时间段对教师的评价，试图了解学生教学评价 (SETs) 中性别偏见的性质和原因：上课和返回第一次考试成绩后的第二天。我们试图了解在学期开始时是否存在偏见，以及评分后的反弹是否会加剧任何差异。我们假设由于女性对社区的角色一致性期望，学生对女性教师的成绩反馈比男性教师更严厉。结果表明，在学期开始（上课的第二天）存在性别偏见的证据有限，而在收到第一个考试成绩后，存在对女性教师的偏见的有力证据。这项工作促进了我们对学期内何时出现偏见以及可能发生的原因的理解。通过最终帮助他们更好地管理绩效评估中的性别偏见的能力，本研究的结果应该会引起管理人员和人力资源人员的兴趣。