Goldberg revisited: What's in an author's name

Paludi, Michele A.; Bauer, William D.

doi:10.1007/bf00289673

Cited by 71 publications

(45 citation statements)

References 5 publications

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“…22 Further, it has been shown multiple ways in multiple studies that even men and women who espouse egalitarianism nevertheless do not evaluate men and women equitably in professional capacities. 13,40,41 Substantial research shows that resumes and journal articles were rated lower by male and female reviewers when they were told the author was a woman 28,36 ; similarly, a study of postdoctoral fellowships awarded showed that female awardees needed substantially more publications to achieve the same competency rating as male awardees. 41 Thorough reviews of this literature are available in Valian.…”

Section: Unconscious Biasmentioning

confidence: 95%

The Pipeline Still Leaks and More Than You Think: A Status Report on Gender Diversity in Biomedical Engineering

et al. 2010

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While the percentage of women in biomedical engineering is higher than in many other technical fields, it is far from being in proportion to the US population. The decrease in the proportion of women and underrepresented minorities in biomedical engineering from the bachelors to the masters to the doctoral levels is evidence of a still leaky pipeline in our discipline. In addition, the percentage of women faculty members at the assistant, associate and full professor levels remain disappointingly low even after years of improved recruitment of women into biomedical engineering at the undergraduate level. Worse, the percentage of women graduating with undergraduate degrees in biomedical engineering has been decreasing nationwide for the most recent three year span for which national data are available. Increasing diversity in biomedical engineering is predicted to have significant research and educational benefits. The barriers to women's success in biomedical engineering and strategies for overcoming these obstacles-and fixing the leaks in the pipeline-are reviewed.

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Section: Unconscious Biasmentioning

confidence: 95%

The Pipeline Still Leaks and More Than You Think: A Status Report on Gender Diversity in Biomedical Engineering

et al. 2010

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“…The use of negative social stereotyped images of women and ethnic minorities is widespread, often resulting in biased judgments (Hamner et al, 1974;Bigoness, 1976;Paludi et al, 1983;Biernat et al, 1991;Khan et al, 1996/7). Contemporary feminist researchers have argued that concepts of masculinity and femininity and racial superiority and inferiority are ideological in that they have been used to exclude and obstruct women and ethnic minorities from some occupations and to justify their disproportionate participation in others.…”

Section: I Am Very Interested and Probably Aggressive But I'm Not Rmentioning

confidence: 99%

Racialized gendering of the accountancy profession: toward an understanding of Chinese women’s experiences in accountancy in New Zealand

Kim

2004

Critical Perspectives on Accounting

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In the last two decades or so there has been lively academic and political debate about the continued gendering process ofthe accountancy profession. Less attention, however, has been given to the impact of racialization of the accountancy profession on the lives of ethnic minorities and even less attention to ethnic minority women. Yet a growing body of evidence has forced critical researchers to clarify the additional barriers to success ethnic minority women face in the accountancy profession due to a confluence ofrace/ ethnicity and gender/sex discrimination. This study of Chinese women accountants' experiences in New Zealand demonstrates that because of their two negatively evaluated statuses, ethnic minority women in general and Chinese women in particular are positioned at the very bottom of the power structure in the domain of predominantly white-male profession. ABSTRACTIn the last two decades or so there has been lively academic and political debate about the continued gendering process ofthe accountancy profession. Less attention, however, has been given to the impact of racialization of the accountancy profession on the lives of ethnic minorities and even less attention to ethnic minority women. Yet a growing body of evidence has forced critical researchers to clarify the additional barriers to success ethnic minority women face in the accountancy profession due to a confluence ofrace/ethnicity and gender/sex discrimination. Th~Chinese women accountants' experiences in New Zealand demonstr~es.. thC!!. because of their two negatively evaluated statuses, ethnic minority women in general and Chinese women in particular are positioned at the very bottom of the power structure in the domain of predominantly white-male profession.

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“…Of particular interest to this research is the breath of studies suggesting STEs are affected by a student's previously established sex type roles (Feldman 1993;Statham, Richardson & Cook 1991;Basow & Silberg, 1987). Research has found, for example, that male students consistently rate female professors lower than their male colleagues, regardless of teaching style (Paludi & Bauer, 1983). A later study, focusing on student demographics and the evaluative process, suggests that female students are generally more discerning in evaluations and evaluate all courses, regardless of professor gender, more favorably than their male colleagues (Darby, 2006b).…”

Section: Professor Gendermentioning

confidence: 97%

The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations

Miles

House

2015

IJHE

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Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the effects of: class size, course type, professor gender, and course grades.Design/methodology/approach: This research is utilizes over 30,000 individual student evaluations of 255 professors, spanning six semesters, during a three year time period to test six hypotheses. The final sample represents 1057 classes ranging in size between 10 and 190 students. Each hypothesis is statistically analyzed, with either analysis of variance or a Regression model. Findings:This study finds support for 5 out of 6 hypotheses. Specifically, these data suggest STEs are likely to be closest to "5" (using a 1-5 scale with 5 being highest) in small elective classes, and lowest in large required classes taught by females. As well we find support for the notion that higher expected course grades may lead to higher STEs. Practical implications:The practical significance of this research is important. First this research utilized a large data set spanning several years and hundreds of professors and thousands of students and rigorous statistical analysis to assert several important findings. Indeed STEs are impacted significantly by class type, class size, the gender of the professor and the expected course grade. With these findings we suggest a more comprehensive mechanism is in order for evaluation of teaching effectiveness. Social implications:This research could have great social implications if widely read across academic circles. Indeed the tail is wagging the dog; or the student is influencing teaching across America's universities. It is time to examine teaching effectiveness through a different lens, because using teaching evaluations to determine promotion and tenure, sparse bonus allocation, and teaching awards may be short sighted. Research limitations:While this research is statistically accurate, it is limited by the notion that the data was collected from one large area. As such, care should be taken in generalizing these results to other areas that may have different demographic composition, funding etc. Originality/value:To the best of the authors' knowledge this research is the first of its kind to statistically analyze such a large body of data and provide a useful guide to help evaluate professors utilizing what information is available.

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Goldberg revisited: What's in an author's name

Cited by 71 publications

References 5 publications

The Pipeline Still Leaks and More Than You Think: A Status Report on Gender Diversity in Biomedical Engineering

The Pipeline Still Leaks and More Than You Think: A Status Report on Gender Diversity in Biomedical Engineering

Racialized gendering of the accountancy profession: toward an understanding of Chinese women’s experiences in accountancy in New Zealand

The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations

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