Student evaluations are subjective and oftentimes arbitrary, skewed by stereotypes students have of the professor rather than the actual merit of the instructional style. Yet student evaluations are frequently necessary for promotion and tenure requirements regardless of known gender bias. As such, student evaluations have the potential to foster a culture of academic contrapower harassment (ACPH). A convenience sample of 150 professors and instructors (41.3% male, 56.7%, female, and 2% declined to specify) from two separate liberal arts colleges were surveyed to explore the gendered differences of perceived bullying of professors by students on anonymous student evaluations. Using Pearson’s chi-square test for independence (categorical variables), results support differences in the psychological consequences of student evaluations between male and female faculty but fail to confirm instances of ACPH.
Women have advanced considerably in academia in the past several decades, however, even though the job duties for professors are the same, male and female professors are seen and treated differently. Many studies have examined student perceptions of faculty members only to find a clear existence of gender bias. The current study surveyed N=544 students from a small, Pacific Northwest liberal arts university. The results reveal that students assign very different attributes to their professors based on gender. Consequences of these biases are discussed.
Sexual assault is an ongoing problem on college campuses, with some projections indicating that one in four college women has experienced some sexual coercion or assault during her time at university. Recent national policy has strove to address the problem through legislation like the 2013 Campus Sexual Violence Elimination Act.Nonetheless, the crime remains the most underreported in the nation despite policy and law which explicitly defines what constitutes sexual assault. However, most victims of sexual assault will disclose what happened to someone else, even if they choose not to report.This research examines sexual assault disclosure practices on a college campus which has taken a progressive stance on sexual assault awareness, response, and reporting. The purpose of the research was to examine the determinants of disclosure of sexual assault among a college student population. Students (N=161) at a mid-sized, liberal arts university on the west coast lacking both a Greek system and popular athletics were surveyed. Previous research has pointed to Greek life on campus and popular athletics as being catalysts for sexual assault. Based upon Koss's Sexual Experiences Survey, a 32-item questionnaire, distributed in May of 2015, was used to gauge student sexual victimization, alcohol and recreational drug use, and the situational factors surrounding the students' most recent incidence of assault or coercion. Responses to these situational and victimization questions were then used to explore the circumstances surrounding whether a participant disclosed their assault.Throughout the writing of this thesis I have received a great deal of support and assistance. I would first like to thank my thesis chair, Matthew Carlson, Interim Dean, College of Liberal Arts and Sciences, Portland State University, whose valuable and constructive suggestions helped guide this project to completion. His willingness to give his time so generously has been very much appreciated.
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