Student Evaluations and Gendered Expectations: What We Can't Count Can Hurt Us

Sprague, Joey; Massoni, Kelley

doi:10.1007/s11199-005-8292-4

Cited by 152 publications

(114 citation statements)

References 42 publications

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“…Students have reported feeling betrayed and deeply disappointed when these expectations are not met (Heinrich, 1995). Female faculty who do not fulfill gendered role expectations are reported to receive hostile responses in student evaluations (Sprague & Massoni, 2005).…”

Section: Faculty Factorsmentioning

confidence: 99%

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Joy

Liang²,

Bilimoria

et al. 2015

IJDS

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Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

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Section: Faculty Factorsmentioning

confidence: 99%

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Joy

Liang²,

Bilimoria

et al. 2015

IJDS

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“…It has been previously documented that women are judged more harshly than men in teaching evaluations (Sprague & Massoni 2005); however, the question regarding whether female students are judged by faculty more harshly than male students for academic dishonesty has not been explored. To investigate this, we analyzed gender aspects of academic dishonesty based on data from disciplinary boards of several Swedish universities.…”

Section: Aim and Purposementioning

confidence: 99%

Disciplinary action for academic dishonesty: does the student’s gender matter?

Witmer

Johansson

2015

Int J Educ Integr

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The purpose of this study is to identify if gender differences exist with respect to conviction of university students for academic dishonesty. To investigate this phenomenon, data from the Swedish National Agency for Higher Education (SNAHE) and from disciplinary boards of several Swedish universities were evaluated from a gender perspective. To identify whether the penalty severity for academic dishonesty is gender biased, the ratio of suspensions/warnings for male and female students was calculated. It was identified that female students are less prevalent in disciplinary matters and that there was no systematic gender bias in penalty severities (warnings or suspensions). In addition, female students deny academic dishonest behaviors more than male students, indicating a possibly higher false conviction rate.

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“…Sprague and Massoni ( 2005 ) found that students tend to hold certain gendered expectations for faculty members. For example, female professors are expected to be caring and nurturing, whereas male professors are expected to be funny and energetic.…”

Section: Discussionmentioning

confidence: 99%

When Winning Is Really Losing: Teaching Awards and Women Political Science Faculty

Butcher

Kersey

2014

APSC

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W ithin the past decade, increasingly more attention has been given to the existence of gender disparities within academia. More specifically, women appear to be lagging behind men within academic professions in various ways. Recent survey data, however, suggest that women are outperforming their male counterparts in regard to recognition of teaching excellence. In a 2013 national survey of more than 600 political science faculty members, more than one third of respondents (34.5%) reported receiving a teaching award or other teaching recognition from their department, college, or university within the past fi ve years. 1 When categorized by gender, we found that a greater percentage of female faculty members received teaching awards or recognition than male faculty members (39.6% versus 31.4%, respectively). These fi ndings therefore suggest that teaching excellence is an area of academia in which women are not underrepresented.This appears to be a welcome development among seemingly continuous reports of gender disparities within the discipline ABSTRACTBased on a recent survey of political science professors in the United States, women tend to win teaching awards at higher rates than their male counterparts. This may seem like good news for female faculty, particularly amid continuing reports of gender gaps in publications and citations as well as the "leaky pipeline" phenomenon within promotions. However, a closer look at these fi ndings suggests that in cases in which such awards might be most benefi cial to women, they are less likely than their male colleagues to receive such acknowledgments. In fact, women are more likely than men to receive these awards only in institutional contexts in which research output is more important for tenure and promotion than teaching. Thus, the achievement of teaching excellence may have an overall negative impact on the advancement of female faculty by reducing their time and focus available for research. of political science and academia more broadly. For example, a recent article published on behalf of the Committee on the Status of Women in the Profession suggested that the position of women in academia is only partially improving. Although gender parity exists in graduate school enrollments, women achieve professional milestones (e.g., tenure, promotions, and raises) farther down the "pipeline" at lower rates than male academics (Monroe and Chiu 2010). Hesli and Lee ( 2011 ) found that women in US political science departments publish less, on average, than their male counterparts and that these results are signifi cant at all ranks. Breuning and Sanders ( 2007 ) found that the percentage of publications by women in eight top journals lags behind female representation in these respective fi elds. However, the authors also found that when comparing submissions by women to those articles that are actually published, women fare comparatively well-having at least as many, if not more, of their articles accepted than their male counterparts. Similarly, Østby, Strand, Nordås...

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Student Evaluations and Gendered Expectations: What We Can't Count Can Hurt Us

Cited by 152 publications

References 42 publications

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

Disciplinary action for academic dishonesty: does the student’s gender matter?

When Winning Is Really Losing: Teaching Awards and Women Political Science Faculty

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