Race and gender biases in student evaluations of teachers

Chisadza, Carolyn; Nicholls, Nicky; Yitbarek, Eleni

doi:10.1016/j.econlet.2019.03.022

Cited by 26 publications

(27 citation statements)

References 7 publications

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“…Rather organizations should institute policies and practices to account for the evaluative bias women experience. For instance, because research has revealed bias against women and non-White faculty in student teaching evaluations (Chisadza et al, 2019) some universities take that bias into consideration and reduce the weight of student evaluations when assessing promotions for faculty whom would be affected by such bias. Another tactic that research suggests helps reduce evaluative bias is to inform evaluators of such biases (Peterson et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Workplace Anger Costs Women Irrespective of Race

et al. 2020

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The current research investigated the role that a person's race, gender, and emotional expressions play in workplace evaluations of their competence and status. Previous research demonstrates that women who express anger in the workplace are penalized, whereas men are not, and may even be rewarded. Workplace sanctions against angry women are often attributed to a backlash resulting from the violation of gender stereotypes. However, gender stereotypes may differ by race. The present study addressed this question using a between-subjects experimental design where participants (N = 630) read a vignette describing a new employee, which varied with respect to the employee's race (White, Black, Asian, and Latino/a/x), gender (male and female), and a prior emotional response (anger and sadness). Participants then evaluated the employee's competence and status. Findings revealed that men and women were both viewed as more competent when expressing anger relative to sadness, and this pattern did not differ across employee race. However, despite anger being associated with greater competence, women who violated stereotypes (i.e., expressed anger) were accorded lower status than stereotype-inconsistent (sad) men. Furthermore, exploratory analyses revealed that this pattern was consistent regardless of target and participant race. The current study replicates and extends previous research by employing an intersectional perspective and using a large, ethnically diverse sample to explore the interaction between gender and emotional expression on workplace evaluations across races.

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Section: Discussionmentioning

confidence: 99%

Workplace Anger Costs Women Irrespective of Race

et al. 2020

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“…The findings with respect to gender are much more mixed than those for race/ethnicity. Higher-ranked computer science departments recruit women at above-expected rates, relative to the number of female computer scientists (and, as a result, lower -ranked institutions end up recruiting women at below -expected rates; Way et al., 2016). In one large study ( N = 1599), South African students watching lectures with identical slides and scripts, but with the sex of the lecturer varied, gave higher ratings to female lecturers than to male (Chisadza et al., 2019). Female scientists attribute higher levels of science-related traits such as objectivity, rationality and intelligence to their female colleagues than their male colleagues; male scientists, in contrast, attribute similar levels of these traits to colleagues of both sexes (Veldkamp et al., 2017).…”

Section: Bias and Discrimination In The Workplacementioning

confidence: 99%

“…In one large study ( N = 1599), South African students watching lectures with identical slides and scripts, but with the sex of the lecturer varied, gave higher ratings to female lecturers than to male (Chisadza et al., 2019).…”

Section: Bias and Discrimination In The Workplacementioning

confidence: 99%

Men, women and STEM: Why the differences and what should be done?

Stewart‐Williams

Halsey

2021

Eur J Pers

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It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.

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“… In one large study (N=1,599), South African students watching lectures with identical slides and scripts, but with the sex of the lecturer varied, gave higher ratings to female lecturers than to male (Chisadza et al, 2019).…”

Section: Challenges To the Discrimination Explanation For Stem Gendermentioning

confidence: 99%

Men, Women, and STEM: Why the Differences and What Should Be Done?

Stewart‐Williams¹,

Halsey²

2018

Preprint

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It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM, including physics, mathematics, and computer science. The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions are targeted at those ostensible causes. However, a great deal of evidence in the behavioral sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination make a significant contribution to the gender gaps in STEM. These factors include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudessome favoring males, others favoring femaleswhich are associated with progressively larger differences the further above the average one looks. The second aim is to evaluate the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (or "innate") component. A more complete picture of the many causes of the unequal sex ratios in STEM may productively inform policy debates, and is likely to improve women's situation across the STEM fields. Men, Women, and ScienceWhy the Differences and What Should Be Done?Never has the issue of gender disparities been as widely discussed, or as bitterly contested, as it has been in recent years. From the Oscars to the political podium, from TV shows to the workplace, disparities are identified and debate inevitably ensues. In the occupational realm, one of the primary focuses of this debate has been the differential representation of men and women in STEM (science, technology, engineering, and math). 1 This was epitomized by the infamous "Google memo," in which then-Google employee James Damore (2017) questioned the extent to which observed gender disparities in STEM are a product of workplace discrimination. The memo, and Damore's subsequent dismissal from Google, provoked a great deal of discussion and debate about the causes of STEM disparities and the origins of human sex differences. Unfortunately, much of this debate was decidedly inaccurate in its presentation of the research on the topic. A great deal was said about bias and discrimination, but relatively little about other factors contributing to STEM gender gaps (e.g., Chachra, 2017). Furthermore, to the extent that other factors were mentionedfactors such as average sex differences in academic interests these were typically attributed to socialization, rather than to biology or to a 1 Strictly speaking, the issue is not STEM per se, but rather STEM fields that focus on the non-living world, or that have a strong spatial or mathematical component. According to Ceci et al. (2014), the STEM fields should be divided into GE...

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Race and gender biases in student evaluations of teachers

Cited by 26 publications

References 7 publications

Workplace Anger Costs Women Irrespective of Race

Workplace Anger Costs Women Irrespective of Race

Men, women and STEM: Why the differences and what should be done?

Men, Women, and STEM: Why the Differences and What Should Be Done?

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