Best and Worst Professors: Gender Patterns in Students' Choices

By S. Basow. 2000

137 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8f5ecaafa9e5ea9e4941b4ad43b65f0e7172d4ef

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Citations in the corpus

Asked More Often: Gender Differences in Faculty Workload in Research Universities and the Work Interactions That Shape Them (2017, background): “For example, students expect women faculty more than men to be helpful, approachable, available, and warm (Anderson, 2010; Basow, 2000).”
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).”
Dancing Backwards in High Heels: Female Professors Experience More Work Demands and Special Favor Requests, Particularly from Academically Entitled Students (2018, result): “The literature on gender effects on student evaluations of teaching is somewhat conflicted, with some findings demonstrating gender bias and others not (e.g., Bachen et al. 1999; Basow 2000; Young et al. 2009).”
Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation (2019, background): “…research has documented common stereotypes that link brilliant, extraordinary performance with men more than women (Bian et al. 2017), a general finding that is borne out in research on faculty evaluations, especially in male-dominated fields (e.g., Basow 2000; Boring 2017; Storage et al. 2016).”
Student Evaluations and Gendered Expectations: What We Can't Count Can Hurt Us (2005, background): “This would also explain why the research that does indicate gender differences tends to be qualitative (e.g., Basow, 2000; Bachen et al., 1999; Siskind & Kearns, 1997; Sprague & Kobrynowicz, 1999).”
The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com. (2010, background): “Consistent with previous research, the present study found no main effects of gender (Basow, 2000; Basow & Silberg, 1987; Kierstead, D’Agostino, & Dill, 1988).”
Guarding Against Potential Bias in Student Evaluations: What Every Faculty Member Needs to Know (2003, background): “Researchers have also examined gender bias in SEIs as it relates to the sex-role expectations students have of female instructors (Basow 2000; Basow and Distenfeld 1985; Basow and Silberg 1987; Bray and Howard 1980; and Fandt and Lewis 1990).”
Effect of syllabus tone: students’ perceptions of instructor and course (2011, background): “Indeed, factors such as the instructor’s physical attractiveness (Ambady and Rosenthal 1992, 1993; Best and Addison 2000; Babad et al. 2004), gender (Feldman 1993; Basow 1995, 2000; Centra and Gaubatz 2000; Ory 2001), likability (Frymier 1994), reputation (Griffin 2001), and formality of dress (Gu”
Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations (2003, background): “Furthermore, parsing and analyzing particular items in a multidimensional evaluation instrument can pinpoint potential biases in the evaluation instrument (Wilson, 1998), or, more notably, the implicit biases of the student evaluators ( Basow, 1998, 2000; Unger, 1979).”
How do we rate? An evaluation of online student evaluations (2009, background): “The gender effect varies across men and women students and instructors, ages of students and instructors and, most importantly, the perceived synchrony in gender performance between student and instructor (Basow 2000).”