Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Abstract

This study examined students' stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more warm than men professors even though their course syllabuses were identical. Students' ratings of women and Latina/os were, in some cases, based on their teaching style and the courses they taught, whereas ratings of Anglo men were not. Implications for women and Latina/os in the academy are discussed.

He’s Smart and She’s Nice: Student Perceptions of Male and Female Faculty

“…However, the expectations students have of professors and their experiences they garner in class might be influenced by the gender of the professor rather than the actual merit of the instructional style. For example, Basow (1995), Anderson (2010) and Miller and Chamberlin (2000) assert that the subject being taught makes a great deal of difference when evaluating student perceptions of aptitude. Women who teach in fields which are seen as traditionally feminine subjects, such as composition, are largely evaluated as being more competent (Anderson, 2010).…”

“…For example, Basow (1995), Anderson (2010) and Miller and Chamberlin (2000) assert that the subject being taught makes a great deal of difference when evaluating student perceptions of aptitude. Women who teach in fields which are seen as traditionally feminine subjects, such as composition, are largely evaluated as being more competent (Anderson, 2010). Whereas men who teach in Sociology, or Mathematics, traditionally male dominated fields, are seen as more capable and knowledgeable than female professors teaching the same subjects (Anderson, 2010;Miller & Chamberlin, 2000).…”

“…Women who teach in fields which are seen as traditionally feminine subjects, such as composition, are largely evaluated as being more competent (Anderson, 2010). Whereas men who teach in Sociology, or Mathematics, traditionally male dominated fields, are seen as more capable and knowledgeable than female professors teaching the same subjects (Anderson, 2010;Miller & Chamberlin, 2000). Interestingly, Anderson's (2010) study found that that male professors engaging in lectures about feminism and related women's issues were viewed by students as being more knowledgeable and objective than their female counterparts who teach the same courses.…”

“…Character traits associated with female professors by students were warmth, approachability, compassion, sensitivity and student comfort (Basow, 1995;Basow 2000, Anderson 2010, Garcia Bachen & McLoughlin, 1999. Furthermore, Garcia, Bachen, &Mc Loughlin(1999) assert that students' ideas of the ideal classroom instructor embodied at some of the stereotypical male characteristics which include professionalism and control (p.194).…”

“…Additionally, those women who are evaluated negatively by their students in areas such as student accessibility may garner lower ratings simply because they did not conform to the gendered stereotypes of women as more accessible (Basow & Silberg, 1987). Gender stereotypes and schemas appear to color student evaluations of professors (Basow & Silberg, 1987;Anderson, 2010;Basow and Rubenfeld, 2003). These opinions can be tempered by several factors.…”