Student evaluation of teaching: gender bias in a country at the forefront of gender equality

Sigurðardóttir, Margrét; Rafnsdóttir, Guðbjörg Linda; Jonsdottir, Anna Helga; Kristófersson, Daði Már

doi:10.1080/07294360.2022.2087604

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…When asked to ‘draw a scientist’, children overwhelmingly drew senior male characters in the 1960's and 70's, reaching only about 50% of children in more recent years (Langin, 2018). Undergraduate students consistently rank women instructors more harshly than male colleagues, citing comments relating to their appearance, attitude, and professionalism more frequently than for male professors (Peterson et al, 2019; Sigurdardottir et al, 2023). Bias in the perception of women academics was first reported in the late 1980s by Basow and Silberg, and yet it remains a problem today despite causal correlation to teaching skills being refuted and dispelled repeatedly (Basow & Silberg, 1987; Centra & Gaubatz, 2000; Khokhlova & Lamba, 2023).…”

Section: Consequences Of Gender Imbalancementioning

confidence: 99%

Overstaying our welcome: On the rise of women's seniority in the academy

Stadnyk

2024

Hydrological Processes

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Issues surrounding gender equality are—and should be—front and centre in the water resources community, and other science, technology, engineering and mathematics (STEM) fields. Very necessarily, the focus tends to be on recruitment, offering support for students and early career academics. The leaky pipeline concept used to describe the incremental loss of women from STEM fields with career duration describes a disproportionate loss of senior women, creating a parallel problem where highly qualified, top tier academics are lost from the system after significant financial and personnel investment by institutions. Ultimately, the leaky pipeline undermines the extensive investment of the hydrology and other STEM communities in equity, diversity, inclusion and accessibility (EDIA) recruitment and retention programmes by cutting short career ambitions and the trajectories of diverse top performing individuals, resulting in no net benefit of EDIA policy investments and a lack of diversity with seniority. Addressing this critical gender gap requires the attention and support of the hydrology community of practice with specific focus on generating opportunities for advancement, confronting systemic and structural biases and improving education around allyship. Institutions and professional organizations need to consciously grow diversity in leadership and recognize and outwardly manage the perception of academic excellence around slow research and education that attracts increased diversity. Supporting allyship, reducing competitiveness among community members and reinforcing collaboration will not only attract, but retain, a higher proportion of diversity in the hydrology community, academia and STEM professions in general. It is time for the water resources (and other STEM) communities to demand broader accountability and recognition of the barriers to women, implement and reward more diverse definitions of research excellence, and offer allyship training to the community of practice at large.

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Section: Consequences Of Gender Imbalancementioning

confidence: 99%

Overstaying our welcome: On the rise of women's seniority in the academy

Stadnyk

2024

Hydrological Processes

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“…Two large observational studies conclude that female teachers received lower evaluation scores than their male colleagues even though students did not appear to learn more from their male teachers (Boring, 2017: 27;Mengel et al, 2018). Other studies have found gendered patterns in the comments provided by students in evaluations (Adams et al, 2021;Arceo-Gomez & Campos-Vazquez, 2019;Mitchell & Martin, 2018;Sigurdardottir et al, 2022).…”

Section: Literature Review: Gender Bias and Gender Affinity Effectsmentioning

confidence: 99%

“…Female students gave higher ratings to female faculty on several dimensions, while male students did not evaluate male and female professors significantly different. In a study of evaluations across all study programs at the University of Iceland, a gender difference in evaluations was identified only for male students who evaluated female teachers lower than their male counterparts (Sigurdardottir et al, 2022).…”

Section: Literature Review: Gender Bias and Gender Affinity Effectsmentioning

confidence: 99%

“…Our study provides the first large-scale analysis of gender patterns in SETs in a Scandinavian setting (see however Sigurdardottir et al, 2022 for a study on Iceland). 1 Denmark is a society with a high level of educational gender equality and relatively widespread support for egalitarian gender norms-even though women remain underrepresented at the higher academic ranks (Boehnke, 2011;World Economic Forum, 2021;Nielsen, 2017).…”

Section: Introductionmentioning

confidence: 99%

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A gender affinity effect: the role of gender in teaching evaluations at a Danish university

Binderkrantz

Bisgaard

2023

High Educ

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A series of studies have identified gender bias in teaching evaluations in higher education—with women being evaluated lower than men. However, other recent studies indicate that gender bias is not present across all contexts. Our study adds to the understanding of the role of gender in teaching evaluations by focusing on a Danish university—a national context with relatively high educational gender equality and support for egalitarian gender norms. Crucially, the study pays systematic attention to the role of students’ gender in explaining evaluation outcomes. In a quantitative analysis of 125,000 evaluations in the social sciences at a Danish university, we identify a same-gender affinity. While there is no overall gender bias in the evaluations, students evaluate a teacher of their own gender best. To understand the mechanisms behind this pattern, we analyze comments provided by students in teaching evaluations and 20 interviews with students. Students are generally more positive in their descriptions of a teacher of their own gender. Moreover, we identify gendered patterns in the perceptions of teachers as well as in the aspects of teachers’ behavior and characteristics appreciated by students.

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“…Research in gender issues has been conducted by many researchers such as gender equality in movie contexts (Fatihaya & Simanjuntak, 2022), gender equality in human resources management (Infante & Darmawan, 2022), gender equality in higher educational reserch (Rosa & Clavero, 2022), gender and multicultuiralism (Jayadi, Abduh, & Basri, 2022) and students and teachers' perspectives of gender equality and problems in higher education (Sigurdardottir, Rafnsdottir, Jónsdóttir, & Kristofersson, 2023). From these investigations, studies in gender equality have been investigated in many sectors, however, the issue of gender equality in foreign language textbooks have become less attention for many researchers.…”

Section: Introductionmentioning

confidence: 99%

Gender Equality in the Foreign Language Textbooks of Indonesian Junior High Schools

Dalle,

Jabu,

Rimang

2023

ijole

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The objectives of this research were (1) to find out the gender representation of men and women in the English curriculum documents; and (2) to find out the distribution of men and women in the foreign curriculum documents. The sample consisted of three most common books used in junior high schools representing grade VII, VIII and IX. The data on gender equality were analyzed through content analysis approach. The results of the research showed that: (1) the lexical representation of men compared to women in the textbook were higher than women lexical related issues; (2) the distributions of men were also much wider compared to the distribution of women. The word ‘he’ is used much more frequently that the used of word ‘she’ in different context of reading, writing, listening and speaking

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Student evaluation of teaching: gender bias in a country at the forefront of gender equality

Cited by 9 publications

References 31 publications

Overstaying our welcome: On the rise of women's seniority in the academy

Overstaying our welcome: On the rise of women's seniority in the academy

A gender affinity effect: the role of gender in teaching evaluations at a Danish university

Gender Equality in the Foreign Language Textbooks of Indonesian Junior High Schools

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