Gender Bias in Student Evaluations of Teaching: Students’ Self-Affirmation Reduces the Bias by Lowering Evaluations of Male Professors

Hoorens, Vera; Dekkers, Gijs; Deschrijver, Eliane

doi:10.1007/s11199-020-01148-8

Cited by 17 publications

(9 citation statements)

References 79 publications

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“…Furthermore, feedback immediately provided to the student causes the student to have a positive attitude towards continuous learning and be more involved in learning in terms of academic achievement. The final result of this study was that students who received immediate CF reached better AP (Cook & Artino Jr, 2016;Hoorens et al, 2021;Hunnikin et al, 2022;Mainhard et al, 2018). The results of studies have also shown that teachers' feedback has a positive effect on improving the level of emotions of students' academic achievement.…”

Section: Introductionmentioning

confidence: 71%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.

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Section: Introductionmentioning

confidence: 71%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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Section: Women Psychological Science -33mentioning

confidence: 99%

“…We also need to learn more about the conditions in which gender-based stereotypes are more and less likely to affect student ratings. For example, some research indicates that gender bias can be reduced by cautioning students against the use of stereotypes in the rating instructions ( Hoorens, Dekkers, & Deschrijver, 2020 ; Peterson, Biederman, Andersen, Ditonto, & Roe, 2019 ). Other research has suggested that gender bias is stronger when students have received negative feedback ( Sinclair & Kunda, 2000 ), have lower grade expectations (e.g., Boring et al, 2016 ), or have been denied a request or favor (which are also more commonly asked of women professors; El-Alayli, Hansen-Brown, & Ceynar, 2018 ).…”

Section: Why Gender Gaps Exist In Psychological Sciencementioning

confidence: 99%

The Future of Women in Psychological Science

Gruber

Mendle

Lindquist

et al. 2020

Perspect Psychol Sci

118

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There has been extensive discussion about gender gaps in representation and career advancement in the sciences. However, psychological science itself has yet to be the focus of discussion or systematic review, despite our field’s investment in questions of equity, status, well-being, gender bias, and gender disparities. In the present article, we consider 10 topics relevant for women’s career advancement in psychological science. We focus on issues that have been the subject of empirical study, discuss relevant evidence within and outside of psychological science, and draw on established psychological theory and social-science research to begin to chart a path forward. We hope that better understanding of these issues within the field will shed light on areas of existing gender gaps in the discipline and areas where positive change has happened, and spark conversation within our field about how to create lasting change to mitigate remaining gender differences in psychological science.

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“…student evaluations, impact factors) is notoriously difficult and is easily biased by irrelevant criteria or incidental circumstances – such as teacher demographics (e.g. Hoorens, Dekkers, & De Schrijver, 2020). Further, to the extent that people are primarily assessed and rewarded for their personal achievements, this undermines their motivation to invest effort in the collaboration with others (Ellemers, De Gilder, & Haslam, 2004).…”

Section: Competitive Organizational Climatesmentioning

confidence: 99%

Science as collaborative knowledge generation

Ellemers

2020

British J Social Psychol

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The COVID‐19 pandemic points to the need for scientists to pool their efforts in order to understand this disease and respond to the ensuing crisis. Other global challenges also require such scientific cooperation. Yet in academic institutions, reward structures and incentives are based on systems that primarily fuel the competition between (groups of) scientific researchers. Competition between individual researchers, research groups, research approaches, and scientific disciplines is seen as an important selection mechanism and driver of academic excellence. These expected benefits of competition have come to define the organizational culture in academia. There are clear indications that the overreliance on competitive models undermines cooperative exchanges that might lead to higher quality insights. This damages the well‐being and productivity of individual researchers and impedes efforts towards collaborative knowledge generation. Insights from social and organizational psychology on the side effects of relying on performance targets, prioritizing the achievement of success over the avoidance of failure, and emphasizing self‐interest and efficiency, clarify implicit mechanisms that may spoil valid attempts at transformation. The analysis presented here elucidates that a broader change in the academic culture is needed to truly benefit from current attempts to create more open and collaborative practices for cumulative knowledge generation.

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Gender Bias in Student Evaluations of Teaching: Students’ Self-Affirmation Reduces the Bias by Lowering Evaluations of Male Professors

Abstract: This is the peer reviewed version of an article that has been accepted for publication in Sex Roles. An uncorrected and unedited version, it is not the version of reference.

Cited by 17 publications

References 79 publications

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

The Future of Women in Psychological Science

Science as collaborative knowledge generation

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