Skip to main content

Advertisement

SpringerLink
Log in

Gender Bias in Student Evaluations of Teaching: ‘Punish[ing] Those Who Fail To Do Their Gender Right’

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are increasingly relied upon not only to evaluate candidates for employment (so job acquisition is influenced by flawed data) but also to inform performance metrics for those in employment (so job security is influenced by flawed data). This paper presents qualitative research conducted at a large public university in Australia. The findings suggest that student evaluations of teaching seem to measure conformity with gendered expectations rather than teaching quality, with particularly negative effects for women. The integration of SET into performance management practices within institutions of higher education could be entrenching inequalities amongst university staff that could ultimately disadvantage female academics.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Future research might fruitfully explore disciplinary differences in the qualitative data to which we had access. This was not within the scope of the present study. Quantitative analysis of the data ‘detected statistically significant bias against women and staff with non-English language backgrounds’ that varied across faculties (Fan et al., 2019, p. 14). Fan et al.’s study suggested that descriptive representation (based on identity markers such as gender and language group) is important in combatting bias; ‘where there are larger proportions of female teachers, such as in the Arts and Social Sciences, there is less gender bias in student evaluations of teaching. In Science, where the largest proportion of staff are male English speakers, we have observed stronger biases against the minority groups’ (Fan et al., 2019, p. 11).

  2. The concept of prevalence is tricky in qualitative analysis, as it carries connotations of quantitative evaluation; as Braun and Clarke explain, ‘[i]t is not the case that if it was present in 50% of one’s data items, it would be a theme, but if it was present only in 47%, then it would not be a theme’; thus, researcher judgement regarding the qualities of the data is key (Braun & Clarke 2006, p. 82).

  3. One example of a discarded theme was ‘offensive comments’ (though it is notable that in the sample these were more prevalent in the comments pertaining to female-identified teachers than male), while another was ‘odd/incomprehensible’.

References

  • Andersen, K., & Miller, E. D. (1997). Gender and student evaluations of teaching. PS-Political Science and Politics, 30(2), 216–219.

    Google Scholar 

  • Arbuckle, J., & Williams, B. D. (2003). Students’ perceptions of expressiveness: age and gender effects on teacher evaluations. Sex Roles, 49, 507–516.

    Google Scholar 

  • Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching, 13(5), 441–464.

    Google Scholar 

  • Bachen, C. M., McLoughlin, M. M., & Garcia, S. S. (1999). Assessing the role of gender in college students’ evaluations of faculty. Communication Education, 48(3), 193–210.

  • Baldwin, T., & Blattner, N. (2003). Guarding against potential bias in student evaluations: what every faculty member needs to know. College Teaching, 51(1), 27–32.

    Google Scholar 

  • Basow, S. A. (1995). Student evaluations of college professors: when gender matters. Journal of Educational Psychology, 87(4), 656–665.

    Google Scholar 

  • Basow, S. A., & Montgomery, S. (2005). Student ratings and professor self-rating of college teaching: effects of gender and divisional affiliation. Journal of Personnel Evaluation in Education, 18, 91–106.

    Google Scholar 

  • Basow, S. A., Phelan, J. E., & Capotosto, L. (2006). Gender patterns in college students' choices of their best and worst professors. Psychology of Women Quarterly, 30, 25–35.

    Google Scholar 

  • Bennett, S. K. (1982). Student perceptions of and expectations for male and female instructors: evidence relating to the question of gender bias in teaching evaluation. Journal of Educational Psychology, 74(2), 170–179.

    Google Scholar 

  • Blackmore, J. (2009). Academic pedagogies, quality logics and performative universities: evaluating teaching and what students want. Studies in Higher Education, 34(8), 857–872.

    Google Scholar 

  • Boring, A. (2015). Gender biases in student evaluations of teachers (OFCE Working Paper 2015-13). Retrieved from http://www.ofce.sciences-po.fr/pdf/dtravail/WP2015-13.pdf

  • Boring, A., Ottoboni, K., & Stark, P. B. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. In ScienceOpen Research Retrieved from https://www.scienceopen.com/document?vid=818d8ec0-5908-47d8-86b4-5dc38f04b23e.

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

  • Butler, J. (1999). Gender Trouble (revised ed.). London, UK: Routledge.

  • Campbell, H. E., Steiner, S., & Gerdes, K. (2005). Student evaluations of teaching: how you teach and who you are. Journal of Public Affairs Administration, 11(3), 211–231.

    Google Scholar 

  • Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? Journal of Higher Education, 71(1), 17–33.

  • Costin, F., Greenough, W. T., & Menges, R. J. (1971). Student ratings of college teaching: reliability, validity, and usefulness. Review of Educational Research, 41(5), 511–535.

    Google Scholar 

  • Driskill, Q., Finley, C., Gilley, B. J., & Morgensen, S. L. (2011). ‘Introduction’, 1-30. In Q. Driskill, C. Finley, B. J. Gilley, & S. L. Morgensen (Eds.), Queer Indigenous Studies: Critical Interventions in Theory, Politics, and Literature. University of Arizona Press.

  • Elmore, P. B., & LaPointe, K. A. (1974). Effects of teacher sex and student sex on the evaluation of college instructors. Journal of Education Psychology, 66(3), 386–389.

    Google Scholar 

  • Fan, Y., Shepherd, L. J., Slavich, E., Waters, D., Stone, M., & Abel, R. (2019). Gender and cultural bias in student evaluations: why representation matters. PLoS ONE, 14(2), e0209749. https://doi.org/10.1371/journal.pone.0209749.

    Article  Google Scholar 

  • Feldman, K. A. (1992). College students' views of male and female college teachers: part I, evidence from the social laboratory and experiments. Research in Higher Education, 33(3), 317–375.

    Google Scholar 

  • Feldman, K. A. (1993). College students' views of male and female college teachers: part II, evidence from students' evaluations of their classroom teachers. Research in Higher Education, 34(2), 151–211.

    Google Scholar 

  • Ferber, M. A., & Huber, J. A. (1975). Sex of student and instructor: a study of student bias. American Journal of Sociology, 80(4), 949–963.

    Google Scholar 

  • Hutchison, A. J., Johnston, L. H., & Breckon, J. D. (2010). Using QSR-NVivo to facilitate the development of a grounded theory project: an account of a worked example. International Journal of Social Research Methodology, 13(4), 283–302.

    Google Scholar 

  • Johnson, T. D., & Ryan, K. E. (2000). A comprehensive approach to the evaluation of college teaching. New Directions for Teaching & Learning, 83(Autumn), 109–123.

    Google Scholar 

  • Kaschak, E. (1981). Another look at sex bias in students’ evaluation of professors: do winners get the recognition that they have been given? Psychology of Women Quarterly, 5(5), 767–772.

    Google Scholar 

  • Kearle, H. (2010). Stop street harassment: making public places safe and welcoming for women. Praeger.

  • Kierstead, D., D'Agostino, P., & Dill, H. (1988). Sex role stereotyping of college professors: bias in students' ratings of instructors. Journal of Educational Psychology, 80(3), 342–344.

    Google Scholar 

  • Kissing, E. A., & Kramarae, C. (1991). Stranger compliments: the interpretation of street remarks. Women’s Studies in Communication, 14(1), 75–93.

    Google Scholar 

  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.

    Google Scholar 

  • Lamm, Z. (1972). Educational Pressure and Resistance. Educational Philosophy and Theory, 4(1), 55–64.

  • Lattuca, L. R., & Domagal-Goldman, J. M. (2007). Using qualitative methods to assess teaching effectiveness. New Directions for Institutional Research, 136(Winter), 81–93.

    Google Scholar 

  • Lester, J. (2008). Performing gender in the workplace: gender socialization, power, and identity among women faculty members. Community College Review, 35(4), 277–305.

    Google Scholar 

  • MacNell, L., Driscoll, A., & Hunt, A. N. (2015). What’s in a name: exposing gender bias in student ratings of teaching. Innovative Higher Education, 40(4), 291–303.

    Google Scholar 

  • Martinez, F., Taut, S., & Schaff, K. (2016). Classroom observation for evaluating and improving teaching: an international perspective. Studies in Educational Evaluation, 49, 15–29.

    Google Scholar 

  • Merritt, D. J. (2008). Bias, the brain, and student evaluations of teaching. St John’s Law Review, 82, 235–287.

    Google Scholar 

  • Miller, J., & Chamberlin, M. (2000). Women are teachers, men are professors: a study of student perception. Teaching Sociology, 28(4), 283–298.

    Google Scholar 

  • Mirandé, A. (2016). Hombres Mujeres: An indigenous third gender. Men and Masculinities, 19(4), 384–409.

    Google Scholar 

  • Moore, A. (2004). The good teacher: dominant discourses in teaching and teacher education. Routledge.

  • Morgensen, S. L. (2012). Theorising gender, sexuality and settler colonialism: an introduction. Settler Colonial Studies, 2(2), 2–22.

    Google Scholar 

  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–16.

    Google Scholar 

  • Paulsen, M. B. (2002). Evaluating teaching performance. New Directions for Institutional Research, 114(Summer), 5–18.

    Google Scholar 

  • Prentice, D. A., & Carranza, E. (2002). What women and men should be, shouldn’t be, are allowed to be, and don’t have to be: the contents of prescriptive gender stereotypes. Psychology of Women Quarterly, 26(4), 269–281.

    Google Scholar 

  • Sandler, B. R. (1991). Women faculty at work in the classroom, or, why it still hurts to be a woman in labor. Communication Education, 40(1), 6–15.

    Google Scholar 

  • Shepherd, L. J. (2015). Sex or gender? Bodies in global politics and why gender matters. In L. J. Shepherd (Ed.), Gender Matters in Global Politics: A Feminist Introduction to International Relations (2nd ed., pp. 24–35). Routledge.

  • Sidanius, J., & Crane, M. (1989). Job evaluation and gender: the case of university faculty. Journal of Applied Social Psychology, 19, 174–197.

    Google Scholar 

  • Sprague, J., & Massoni, K. (2005). Student evaluations and gendered expectations: what we can't count can hurt us. Sex Roles, 53(11), 779–793.

    Google Scholar 

  • Summers, M., Anderson, J. L., Hines, A. R., Gelder, B. C., & Dean, R. S. (1996). The camera adds more than pounds: gender differences in course satisfaction for campus and distance learning students. Journal of Research and Development in Education, 29(4), 212–219.

    Google Scholar 

  • Thompson, D. M. (1994). The woman in the street: reclaiming the public space from sexual harassment. Yale Journal of Law and Feminism, 6, 313–348.

    Google Scholar 

  • Tyler, M., & Cohen, L. (2010). Spaces that matter: gender performativity and organizational space. Organization Studies, 31(2), 175–198.

    Google Scholar 

  • Weber, C. (2005). International relations theory: a critical introduction (2nd ed.). Routledge.

  • Weerawardhana, C. (2018). Profoundly decolonizing? Reflections on a transfeminist perspective of international relations. Meridians: feminism, race, transnationalism, 16(1), 184–213.

    Google Scholar 

  • Wilson, D., & Doyle, K. O. (1976). Student ratings of instruction: student and instructor sex interactions. The Journal of Higher Education, 47(4), 465–470.

    Google Scholar 

  • Zabaleta, F. (2007). The use and misuse of student evaluations of teaching. Teaching in Higher Education, 12(1), 55–76.

    Google Scholar 

  • Zalewski, M. (2010). ‘I don't even know what gender is’: a discussion of the connections between gender, gender mainstreaming and feminist theory. Review of International Studies, 36(1), 3–27.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Humanities and Languages, UNSW Sydney, Sydney, NSW, 2052, Australia

    Sophie Adams

  2. Centre for Qualitative Research, University of Bath, Bath, UK

    Sheree Bekker

  3. School of Mathematics and Statistics, UNSW Sydney, Sydney, NSW, 2052, Australia

    Yanan Fan & Eve Slavich

  4. Mark Wainwright Analytical Centre, UNSW Sydney, Sydney, NSW, 2052, Australia

    Tess Gordon

  5. Department of Government and International Relations, The University of Sydney, Sydney, NSW, 2052, Australia

    Laura J. Shepherd

  6. DVC (Research) Division, University of Queensland, QLD, Brisbane, 4072, Australia

    David Waters

Authors
  1. Sophie Adams
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sheree Bekker
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yanan Fan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Tess Gordon
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Laura J. Shepherd
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Eve Slavich
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. David Waters
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura J. Shepherd.

Ethics declarations

This study was funded by Division of the Deputy Vice-Chancellor Academic, UNSW. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Adams, S., Bekker, S., Fan, Y. et al. Gender Bias in Student Evaluations of Teaching: ‘Punish[ing] Those Who Fail To Do Their Gender Right’. High Educ 83, 787–807 (2022). https://doi.org/10.1007/s10734-021-00704-9

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-021-00704-9

Keywords

Search

Navigation