Lesbian and Queer Women Professors Disclosing in the Classroom

Nielsen, Elly-Jean; Alderson, Kevin G.

doi:10.1177/0011000014554839

Cited by 24 publications

(10 citation statements)

References 42 publications

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“…RateMyProfessor.com also offers a trove of text data from student comments; content analysis and text mining of these data could reveal key insights to the underlying factors of student's ratings, such as gendered language and attitudes [51]. This text data can be leveraged to identify other faculty characteristics, such as their self-disclosed or perceived LGBTQ+ status, allowing study into the unique challenges faced by those faculty of different sexual orientations and gender identities [81][82][83]. The current dataset could also be enriched with survey data relating to time spent on service-related activities or more detailed bibliometric indicators from the Web of Science or Scopus.…”

Section: Resultsmentioning

confidence: 99%

Exploring the personal and professional factors associated with student evaluations of tenure-track faculty

et al. 2020

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Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching from RateMyProfessor.com and information regarding career and contemporary research performance indicators from the company Academic Analytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student's interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held a rank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.

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Section: Resultsmentioning

confidence: 99%

Exploring the personal and professional factors associated with student evaluations of tenure-track faculty

et al. 2020

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“…One recognized problem that arises from being identified in a negative way is the evaluation of teachers with a stigmatized identity. Problems with student evaluations of teaching is a recognized problem and it is linked to the identity that one is linked to; to give one quote from a participant: Regarding student evaluations, another article looking at LGBTQ academics makes the link between teaching evaluation and a stigmatized identity of a teacher: "Disclosing a stigmatized identity-especially if it intersects with other marginalized identities-may undermine authority in the classroom (Branfman, 2015;Misawa, 2015), leaving faculty 'viewed as biased, politically coercive, inappropriate and non-academic' (Johnson, 2009, p. 186) or seen as pushing an agenda (Nielson & Anderson, 2014)" [10] (p. 3) (for the references that are cited in the quote [196][197][198][199])…”

Section: The Issue Of Identitymentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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“…16/44 gendered language and attitudes [51]. This text data can be leveraged to identify other faculty characteristics, such as their self-disclosed or perceived LGBTQ+ status, allowing study into the unique challenges faced by those faculty of different sexual orientations and gender identities [81][82][83]. The current dataset could also be enriched with survey data relating to time spent on service-related activities or more detailed bibliometric indicators from the Web of Science or Scopus.…”

Section: Resultsmentioning

confidence: 99%

Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

Murray,

Boothby,

Zhao

et al. 2019

Preprint

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Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching fromRateMyProfessor.comand information regarding career and contemporary research performance indicators from the companyAcademicAnalytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student’s interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held arank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.

show abstract

Lesbian and Queer Women Professors Disclosing in the Classroom

Cited by 24 publications

References 42 publications

Exploring the personal and professional factors associated with student evaluations of tenure-track faculty

Exploring the personal and professional factors associated with student evaluations of tenure-track faculty

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

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