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All-Knowing or All-Nurturing? Student Expectations, Gender Roles, and Practical Suggestions for Women in the Classroom*

  • Michelle Dion (a1)
Abstract

Student evaluations of teaching (SETs) often have important effects on promotion, tenure, and merit raises, even if only through the negative effects that poor evaluations can have on these decisions (Langbein 1994). SETs can be affected by student characteristics (class, GPA, major, expected grade, gender), class characteristics (size, required, discipline, quantitative), and professor characteristics (age, gender, race, ethnicity, personality traits). Both experiments and analysis of end-of-semester SETs in a range of disciplines and institutional settings have been used to examine the effects of each of these characteristics and the interactions among them to understand the factors that produce higher SETs.

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Julianne Arbuckle , and Benne D. Williams . 2003. “Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations.” Sex Roles 49 (November): 507–16.

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Harvey R. Freeman 1994. “Student Evaluations of College Instructors: Effects of the Type of Course Taught, Instructor Gender and Gender Roles, and Student Gender.” Journal of Educational Psychology 86 (December): 627–30.

Diane Kierstead , Patti D'Agostino , and Heidi Dill . 1988. “Sex Role Stereotyping of College Professors: Bias in Students' Ratings of Instructors.” Journal of Educational Psychology 80 (September): 342–4.

Elaine Martin . 1984. “Power and Authority in the Classroom: Sexist Stereotypes in Teaching Evaluations.” Signs 9 (spring): 482–92.

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PS: Political Science & Politics
  • ISSN: 1049-0965
  • EISSN: 1537-5935
  • URL: /core/journals/ps-political-science-and-politics
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