The Interaction Effects of Gender on Teaching Evaluations

Lueck, Therese L.; Endres, Kathleen L.; Caplan, Richard E.

doi:10.1177/107769589304800307

Cited by 20 publications

(18 citation statements)

References 16 publications

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“…Kierstead et al, 1988), other studies have found otherwise (e.g. Lueck et al, 1993). There appear to be complex interaction effects.…”

Section: Teacher Characteristicsmentioning

confidence: 87%

“…Previous research has found that teacher characteristics affect teaching evaluation outcomes significantly (Goldberg and Callahan, 1991;Lueck et al, 1993). Smith and Kinney (1992), for example, suggested that the age of a teacher has an impact on SET results.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

“…Finally, many of the studies examining teacher characteristics and teaching evaluation indicate that the rank of the teacher may be an important determinant. For example, Lueck et al (1993) suggested that teacher rank should be controlled in teaching evaluation and divided his sample into senior professors, mid-career professors and part-time instructors. Holtfreter (1991) also reported a positive, though weak, relationship between faculty rank and student ratings.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

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Empirical investigation of the factors affecting SET results

Koh

Tan

1997

International Journal of Educational Management

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Investigates the factors affecting student evaluation of teaching (SET). A total of 170 teaching evaluations conducted at the Nanyang Business School (Singapore) were analysed by regressing the overall teaching index on the following variables: subject characteristics (stream, year and type), class characteristics (format, size, time and day), evaluation characteristics (response, time and day), and teacher characteristics (age, gender and rank). Indicates that better teaching evaluation is associated with a smaller class size and a larger number of evaluation responses. Also, teachers of middle-level subjects receive relatively poorer SET results. Further, SET administered in the later part of the week attract better student evaluation. Finds that teacher characteristics have no significant impact on SET results. Confirms the existence of potential biasing factors, hence, SET should be used with caution and not be the only method of evaluating teachers.

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“…Kierstead et al, 1988), other studies have found otherwise (e.g. Lueck et al, 1993). There appear to be complex interaction effects.…”

Section: Teacher Characteristicsmentioning

confidence: 87%

Section: Teacher Characteristicsmentioning

confidence: 99%

Section: Teacher Characteristicsmentioning

confidence: 99%

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Empirical investigation of the factors affecting SET results

Koh

Tan

1997

International Journal of Educational Management

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“…Research into the in uence of student gender on ratings has shown mixed outcomes. While some studies reported that student gender had little or no in uence on ratings (Hancock et al, 1992;Fernandez & Mateo, 1997), others found that gender bias may exist in ratings and perceptions (Lueck et al, 1993;Jackson et al, 1994;Husbands, 1996). Generally, most large-scale studies reported little or no gender bias, while those that found signi cant bias tend to be small scale.…”

Section: Introductionmentioning

confidence: 99%

Disciplinary, Gender and Course Year Influences on Student Perceptions of Teaching: Explorations and implications

Santhanam

Hicks²

2002

Teaching in Higher Education

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The prevalent use of student ratings in teaching evaluations, particularly the reliability of such data, has been debated for many years. Reports in the literature indicate that there are many factors in uencing student perceptions of teaching. Three of these factors were investigated at the University of Western Australia, namely the broad discipline group, course/unit year level and student gender. Data collected over 3 years were analysed. The outcomes of this study con rmed results reported by other workers in the eld that there are differences in ratings of students in different discipline groups and at different year levels. It also provided a possible explanation for the mixed results reported in studies of student gender in relation to student ratings.

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“…Although some studies have shown that female students compared to male students tend to indiscriminately give higher ratings in general (e.g., Bachen et al, 1999;Badri, Abdulla, Kamali, & Dodeen, 2006;Darby, 2006a;Santhanam & Hicks, 2002), other research indicates a same sex preference for instructors. In several studies, female students gave higher ratings to female instructors while male students preferred male instructors (e.g., Das & Das, 2001;Lueck & et al, 1993;Ory, 2001). However, others found that the same sex preference was limited to female students, while men did not indicate any instructor gender preference (e.g., Bachen et al, 1999;Centra & Gaubatz, 2000).…”

Section: Gender and Gender Role Attitudesmentioning

confidence: 99%

Student evaluation of teaching: Individual differences and bias effects

Bonitz

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The Interaction Effects of Gender on Teaching Evaluations

Cited by 20 publications

References 16 publications

Empirical investigation of the factors affecting SET results

Empirical investigation of the factors affecting SET results

Disciplinary, Gender and Course Year Influences on Student Perceptions of Teaching: Explorations and implications

Student evaluation of teaching: Individual differences and bias effects

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