Gender biases in student evaluations of teaching

By Anne Boring. 2017

442 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/79a33d86e63cddece3a0dd0db3c891b7c93f4659

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Citations in the corpus

Publishing while Female. Are women held to higher standards? Evidence from peer review. (2017, background): “128 A study of teaching evaluations similarly finds students value preparation, organisation and clarity in female instructors; their male counterparts are considered more knowledgable, praised for their “animation” and “leadership” and given more credit for contributing to students’ intellectual de”
Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness (2016, methodology): “Boring [5] finds that SET are affected by”
Gender Bias in Teaching Evaluations (2017, unknown): “…setting where all students are randomly assigned to sections, which helps alleviate concerns regarding student selection.5 Furthermore, going beyond Boring (2017), our study provides additional evidence on whether longer-term learning outcomes such as subsequent grades, first year GPAs and final…”
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis (2020, methodology): “Three large multisection studies based on institutional SETs also reported gender differences favoring men (Boring, 2017; Hamermesh & Parker, 2005; Mengel et al., 2019).”
Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation (2019, background): “…significant differences by instructor gender in the extent to which the instructor was perceived as nice, helpful, or hardworking, but—consistent with prior research (Boring 2017)—the male instructor was rated as somewhat more knowledgeable than the female instructor (4.24 versus 4.12, p < .10).”
Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2021, background): “…traits (Eagly & Karau, 2002) like warmth and sensitivity (Bennett, 1982; Kierstead et al., 1988; Sidanius & Crane, 1989), while men are evaluated positively on gendered perceptions of their intellectual and teaching prowess (Bian et al., 2017; Basow, 2000; Boring, 2017; Leslie et al., 2015).”
On Students’ (Mis)judgments of Learning and Teaching Effectiveness (2020, background): “…data has shown that women typically receive lower valuations of teaching effectiveness than do men (e.g., Basow, 995; Basow & Silberg, 1987; Boring, 2017; Boring et al., 016; Centra & Gaubatz, 2000; Kaschak, 1978; Langbein, 1994; engel, Sauermann, & Zolitz, 2017; Mitchell & Martin, 2018;…”
The extent and drivers of gender imbalance in neuroscience reference lists (2020, background): “JAMA, 284(9):1085–1092, September 2000.”