Exploring College Students’ Attitudes towards Female Lecturers’ Competence in Teacher Education Colleges in Masvingo Province, Zimbabwe

Zikhali, Joyce; Maphosa, Cosmas

doi:10.1080/09720073.2012.11891262

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…There seems to be something common in all these aspects of teaching evaluation, and they could be described as the instructor's level of professionalism or knowledge. These results confirm findings from previous studies (Boyd and Grant, 2005;Zikhali and Maphosa, 2012), suggesting that competence was not determined by gender and ethnicity.…”

Section: Figuresupporting

confidence: 91%

“…Therefore, the current research, with a greater proportion of female participants, is not in line with those findings. These findings also contradict the common notion that attitudes toward females are dependent on internalized gender schemas (Bennett, 1982;Zikhali and Maphosa, 2012). It could also be assumed that the online teaching format does not allow teachers to fulfill students' gendered expectations (Ayllón, 2022).…”

Section: Figurecontrasting

confidence: 71%

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Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE

Lamba,

Kishore,

Khokhlova

2023

Front. Educ.

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IntroductionStudent evaluations of teachers (SETs) carry significance for academics' career progression, but evidence suggests that these are influenced by students' expectations and biases. Previous research has shown that female lecturers are viewed less favorably compared to male lecturers. Racial bias has also been observed in higher education. For example, few studies administered in the U.S. found that African American lecturers received lower ratings than White lecturers. Current research investigates whether biases based on instructors' gender (male, female) and race (White and South Asian) influence university students' perception of instructors in an online teaching environment in the UAE.MethodsUsing a between group design, 318 participants viewed one of the four videos (male-South Asian, female-South Asian, male-White, female-White) of a virtual instructor teaching social psychology and then responded to teaching evaluation questions.ResultsFactorial ANOVAs were administered. Biases showcased consistent preference for male and South Asian lecturers. Male lecturers were perceived to be treating students with more respect, speaking in a more appropriate manner, displaying more enthusiasm for the subject, and more approachable than female lecturers. South Asian lecturers were perceived to be more sensitive toward students' feelings, displaying more enthusiasm for the subject, and more approachable than White lecturers. Overall, students expressed wanting to study more from male and South Asian lecturers compared to female and White lecturers.DiscussionBiases emerged in interpersonal variables, such as approachability, sensitivity, enthusiasm for subject, and respect, and not in the domains of knowledge, presentation skills, and stimulating thinking. Findings reinforce that relying on teaching evaluations may not be accurate, and highlight how certain unconscious biases could impact professional growth of academics.

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Section: Figuresupporting

confidence: 91%

Section: Figurecontrasting

confidence: 71%

Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE

Lamba,

Kishore,

Khokhlova

2023

Front. Educ.

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“…Although the present study analyses the participants' perceptions and concludes that many of them hold internalised gender expectations, there are studies refuting the influence of the internalisation of gender stereotypes. Ziknali and Maphosa (2012) suggest that internalized gender stereotypes have not influenced the perceptions of the students at education colleges in Zimbabwe towards their female lecturers.…”

Section: Women Self-imposing Restrictions On Their Study Due To Concementioning

confidence: 87%

Ikhtilat as Patriarchal Expression: Gender Segregation and the Influence of Fathers

Alwedinani¹

2017

IJGWS

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Ikhtilat is prohibited in Saudi Arabia according to the state religious institutions. Therefore, most of the institutions in Saudi Arabia are gender segregated. However, there are places where Saudi males and females can mingle, such as hospitals, some private companies and King Abdullah University. Saudi schools and universities are gender segregated, but medical schools are coeducational. This chapter shows how Ikhtilat plays a critical role in influencing both women's and fathers' attitudes towards certain subjects. There are few subjects available to Saudi women that require Ikhtilat, such as medicine, nursing and media studies. Some women wanted to study subjects like medicine or media studies but their fathers prevented them because of Ikhtilat. Other women are studying these subjects since their fathers are open to Ikhtilat. However, there are women who impose restrictions on their studies by limiting their subject choices because of Ikhtilat. However, there is a disagreement amongst the participants whether the prohibition of Ikhtilat is rooted in Islam or social traditions. Participants from traditional families believe that Ikhtilat is forbidden in Islam, whilst other participants see the prohibition of Ikhtilat as part of social traditions.

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“…Whalen's study posits that male charm is often perceived as 'serious', while female charm is labeled 'frivolous' [13]. While such a perspective smacks of gender bias, it's noteworthy that college students do not exhibit significant gender prejudice towards female lecturers [14]. Research also reveals that in primary education settings, female educators often take on predominant roles.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the college teachers’ classroom teaching charm based on gender

Wei,

Yue

2023

SHS Web Conf.

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From a gender perspective, this research utilized questionnaires administered to college students and faculty, and applied statistical analysis to investigate the shared perceptions of both groups regarding teachers’ language, demeanor, and appearance. Additionally, the study evaluated the impact of these factors on the perceived charisma of instructors during classroom sessions. Results indicate that female instructors are perceived as more charismatic than their male counterparts. A teacher’s linguistic charm can enhance students’ critical thinking skills, and those with a visually appealing presence tend to captivate students more effectively. In terms of charismatic classroom behaviors, male instructors exhibit less expressiveness in facial cues compared to female instructors. However, male instructors excel in modulating their vocal pitch during lectures. When juxtaposing eye contact with gesturing, educators often prefer gesturing to convey teaching charisma. Furthermore, the act of moving around the classroom by teachers can lead to perceptual disparities between students and instructors.

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Exploring College Students’ Attitudes towards Female Lecturers’ Competence in Teacher Education Colleges in Masvingo Province, Zimbabwe

Cited by 4 publications

References 5 publications

Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE

Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE

Ikhtilat as Patriarchal Expression: Gender Segregation and the Influence of Fathers

Analysis of the college teachers’ classroom teaching charm based on gender

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