The present, study examined the influence of teacher sex, student sex, and teacher warmth as perceived by students and teachers on teacher evaluation. Male and female instructors in the same department were matched on the level of course taught. A sample of 22 pairs of courses evaluated by 838 students was obtained. Twenty Instructional Improvement Questionnaire items that directly evaluate instructor performance were analyzed using a three-factor analysis of variance and the .0025 level of significance. No interactions between faculty sex, student, sex, and teacher warmth were found. When students rated their instructor's interest and warmth, teachers who wore warmer and primarily interested in students received higher ratings in teaching effectiveness. When teachers rated themselves on warmth and interest, self-ratings interacted with faculty sex. Generally, female teachers received higher effectiveness ratings than did male teachers when they considered themselves low in warmth or interested in course content. Male teachers who rated themselves high in warmth or primarily interested in students received higher ratings than did male teachers who rated themselves low in warmth or primarily interested in course content, respectively.

This study assessed the influence of faculty sex and student sex in teacher evaluation. Twenty questions from the Instructional Improvement Questionnaire which directly evaluate instructor performance were analyzed using a two-factor analysis of variance. No interactions between faculty sex and student sex were found. Generally, there were no differences between the mean ratings given male and female faculty by male and female students. However, male instructors did receive higher ratings on "spoke understandably," while female instructors received higher ratings on "promptly returned homework and tests." In addition, female students rated instructors higher on "specified objectives of the course."1 Requests for reprints should be sent to Patricia B.

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Thirty-three non-psychotic, non-suicidal women (mean age 35.1 years) who scored between 15 and31 on the Beck Depression Inventory and whose depression was situationally related were assigned to either six week cognitive, assertive or insight-oriented group therapy. Subjects were administered a standardized interview, the Beck Depression Inventory, Rathus Assertiveness Schedule, Personality Data Form, and four tape recorded scenes requiring an assertive response before and after the groups and at a two month follow-up. Results showed all groups improved significantly in depression (p < .001), rationality (p < .001), and assertiveness (p < .001). Assertive and insight groups improved significantly more in rationality regarding acceptance than the cognitive group (p < .05). Atfollow-up, none of the assertive group, 18% of the cognitive group and 45% of the insight group had sought further treatment. Additionally, the assertive group was significantly more rational regarding frustrating events and self worth (p < .05). The assertive and insight groups made significantly more gains and were more assertive than the cognitive group (p

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