Another Look at Sex Bias in Students’ evaluations of Professors: Do Winners Get the Recognition that They Have Been Given?

Kaschak, Ellyn

doi:10.1177/036168438100505s12

Cited by 15 publications

(15 citation statements)

References 10 publications

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“…The present social climate where legislation prohibits discrimination on the basis of sex in most social activities is not conducive to this type of behavior. Nevertheless, studies conducted in the area of discrimination on the basis of sex (Colwill 1982;Etaugh and Kasley 1981;Hopkins Lattin 1983;Kaschak 1981;Simpson et al 1987) lead us to believe that CRD would prompt more subtle but as effective discriminatory behaviors.…”

Section: Discussionmentioning

confidence: 99%

Male Acceptance of Affirmative Action Programs for Women: The Results of Altruistic or Egoistical Motives?

Tougas

1989

Int J Psychol

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It has been argued in the past that self-interest plays an important role in the reaction of men to affirmative action programs that are designed to promote women in non-traditional jobs. In the main, this hypothesis has received limited support apparently because the conception of self-interest was understood in terms of one's private well-being. It is clear, however, that self-interest also refers to group status or position in society. In this study self-interest was measured through the concept of collective relative deprivation. The effects of relative deprivation on behalf of others, and the procedure employed to implement affirmative action programs on men's attitudes toward these programs were also assessed. One hundred and forty-five male managers or professionals participated in the study. According to predictions, results show that collective relative deprivation and preferential treatment for women have negative effects on affirmative action attitudes. Findings are thus supportive of the broader conception of self-interest and relative deprivation arguments. Finally, the positive link between relative deprivation on behalf of others and affirmative action indicates that men who disapprove of sex inequalities support these programs.

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Section: Discussionmentioning

confidence: 99%

Male Acceptance of Affirmative Action Programs for Women: The Results of Altruistic or Egoistical Motives?

Tougas

1989

Int J Psychol

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“…Nonetheless, among these studies and others, some degree of interaction between instructor and student gender is commonly reported. Kaschak (1978) found that female students rated female and male professors as equally effective, concerned, likable, and excellent, while male students consistently favored male professors; however, this difference virtually disappeared in a follow-up study (Kaschak, 1981), in which all professors were described as having won teaching awards. Lombardo and Tocci (1979) reported that male instructors were perceived as more competent than female instructors by male students, whereas female students showed no such gender preference.…”

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confidence: 98%

Student and teacher gender in ratings of university faculty: Results from five colleges of study

1993

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At the postsecondary level, instructional effectiveness is typically evaluated by student ratings. Such ratings, which serve many decision-making purposes within the college or university system, are meant to illustrate particular characteristics of the instructor being rated. However, the same ratings may also reflect particular characteristics of those doing the rating. Because each student has a unique set of experiences and perceptions, student ratings cannot be considered perfect images of instructors' pedagogical abilities. Rather, factors inherent to students' individual natures are also a component of these ratings; and when such factors do not appear to be related to pedagogical ability, the utility of the information provided by student ratings becomes questionable.One such factor that has received attention in the literature is gender--both of instructors being rated and of students providing the ratings. As for instructor gender, numerous past studies have offered little support for overall male or female

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“…Students receive important and meaningful evaluations, namely grades, from their instructors. Many of these instructors are women and, as such, may be stereotyped as relatively incompetent (Basow, 1995;Basow & Silberg, 1987;Kaschak, 1981;Sidanius & Crane, 1989). Students' evaluations of their instructors depend, in part, on the grades they have received from these instructors: The higher the students' grade, the more positive their evaluations of the instructor who had provided that grade (Greenwald & Gillmore, 1997).…”

mentioning

confidence: 99%

Motivated Stereotyping of Women: She’s Fine if She Praised Me but Incompetent if She Criticized Me

Sinclair

Kunda

2000

Pers Soc Psychol Bull

196

131

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Motivation may provoke stereotype use. In a field study of students' evaluations of university instructors and in a controlled experiment, participants viewed women as less competent than men after receiving negative evaluations from them but not after receiving positive evaluations. As a result, the evaluation of women depended more on the favorability of the feedback they provided than was the case for men. Most likely, this occurred because the motivation of criticized participants to salvage their self-views by disparaging their evaluator led them to use a stereotype that they would otherwise not have used. The stereotype was not used by participants praised by a woman or by participants who observed someone else receive praise or criticism from a woman; all these participants rated the woman just as highly as participants rated a man delivering comparable feedback.

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Another Look at Sex Bias in Students’ evaluations of Professors: Do Winners Get the Recognition that They Have Been Given?

Cited by 15 publications

References 10 publications

Male Acceptance of Affirmative Action Programs for Women: The Results of Altruistic or Egoistical Motives?

Male Acceptance of Affirmative Action Programs for Women: The Results of Altruistic or Egoistical Motives?

Student and teacher gender in ratings of university faculty: Results from five colleges of study

Motivated Stereotyping of Women: She’s Fine if She Praised Me but Incompetent if She Criticized Me

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