Do learner’s gender and ethnicity really matter for academic performance evaluation

Abstract

This study aims to determine whether different perceptions based on a learner’s characteristics of age, gender, ethnicity, and duration of stay in Australia provide an explanation of teaching performance evaluations. Perceptions determine interpersonal behaviour (including communication and motivation)and the way a learner believes that they are going to be assessed by the teacher. Thereby, this will impact on a student’s formal evaluation of teaching performance through a student survey of teaching (SST). This study considers the existence of ethnic and gender bias in postgraduate students undertaking accounting‐related courses. The study applies a combination of quantitative online and offline surveys which include SST data and additional questions identifying demographic data to demonstrate that a learner’s evaluation of teaching performance is influenced by the learner’s perceptions. Whilst there were no significant findings related to gender, we identified that students from certain ethnic backgrounds and citizenship, had different perceptions of a teacher’s performance. In addition we identified age and duration of stay in Australia as two demographic elements which were also statistically significant.

Implicit Bias and First Name Stereotypes: What are the Implications for Online Instruction?

“…Therefore, an instructor's perceptions are essentially based on assumptions that are viewed as being true and thereby lead to stereotyping (2009). Other studies (Alexander-Snow, 2004;Prato & Espinoza, 2001) have illustrated that cultural stereotypes do in fact have an influence on perceptions in the classroom by both the student and instructor (as cited in Shauki, et al, 2009). …”

Student Evaluations of Teaching, Course and Student Characteristics at Andrews University

“…They found that female students tended to give higher SET scores than male students (Ali & Ajmi, 2013;Al-Issa & Sulieman, 2007;Batten et al, 2013;Beuth et al, 2015;Driscoll & Cadden, 2010;Narayanan et al, 2014;Kozub, 2010;Shauki et al, 2009;Whitworth et al, 2002;Worthington, 2002).…”

“…Different studies indicate that SET scores are affected by some of the characteristics of the course and/or student (Al-Issa &Sulieman, 2007;Ali & Ajmi, 2013;Batten, Birch, Wright, Manley, & Smith, 2013;Beuth et al, 2015;Galbraith, Merrill, & Kline, 2012;Narayanan et al, 2014;Kozub, 2010;Pounder, 2007;Shauki, Ratnam, Fiedler, & Sawon, 2009;Whitworth et al, 2002;Worthington, 2002). These characteristics were: gender, student status, course type, course level, and academic school.…”

“…Different studies suggest that age tends to influence SET scores. Research found that older students tended to give higher SET scores than younger students (Brockx et al, 2011;Nasser & Hagtvet, 2006;Sauer, 2012;Sawon, 2009;Shauki et al, 2009). Some research suggested different explanations for such an effect, including reaching a higher level of maturation or getting to know the instructors.…”

“…Several studies supported the theory that gender is an important factor that affects SET. Multiple studies indicated that female students tended to rate SET items higher than male students (Abrami et al, 1982;Al-Issa & Sulieman, 2007;Kozub, 2010;Pounder, 2007;Santhanam & Hicks, 2002;Narayanan, 2014;Shauki et al, 2009;Worthington, 2002).…”