Students' Ratings of Professors: The Teaching Style Contingency for Latino/a Professors

Smith, Gabriel Tobin; Anderson, Kristin J.

doi:10.1207/s1532771xjle0402_4

Cited by 36 publications

(25 citation statements)

References 16 publications

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“…A sociopolitical explanation of response amplification is that because majority group members are considered the unmarked "norm," the "typical" case, all others are compared, often unfavorably, to them (Anderson 2010). Smith and Anderson (2005) found evidence of response amplification in their experiment on students' perceptions of Latina/o professors. They asked students to rate a syllabus of a course taught by either a Latina/o or Anglo professor and manipulated the teaching style of each syllabus.…”

Section: Response Amplification and Expectancy Violationmentioning

confidence: 93%

“…The form was adapted from Smith and Anderson (2005), who used a similar procedure. The statements were similar to those on a standard course evaluation.…”

Section: Methodsmentioning

confidence: 99%

“…In other words, the ratings of Latina/o professors were polarized and contingent on their teaching style, while the ratings of Anglo professors were not. The present study draws on Smith and Anderson's (2005) work by utilizing a course syllabus paradigm and manipulating professor gender, professor ethnicity, professor teaching style, and the type of course taught.…”

Section: Response Amplification and Expectancy Violationmentioning

confidence: 99%

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Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Anderson

2010

Soc Psychol Educ

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This study examined students' stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more warm than men professors even though their course syllabuses were identical. Students' ratings of women and Latina/os were, in some cases, based on their teaching style and the courses they taught, whereas ratings of Anglo men were not. Implications for women and Latina/os in the academy are discussed.

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Section: Response Amplification and Expectancy Violationmentioning

confidence: 93%

“…The form was adapted from Smith and Anderson (2005), who used a similar procedure. The statements were similar to those on a standard course evaluation.…”

Section: Methodsmentioning

confidence: 99%

Section: Response Amplification and Expectancy Violationmentioning

confidence: 99%

See 1 more Smart Citation

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Anderson

2010

Soc Psychol Educ

Self Cite

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“…More recent studies have examined the role of race in SEI outcomes. A study of female Hispanic faculty [Smith and Anderson (2005)] found that they received lower scores on their SEIs than their Anglo counterparts. As late as 2007, a study by Smith reported that Black faculty had lower mean scores as their white colleagues.…”

Section: Personality Behavioral and Demographic Variablesmentioning

confidence: 99%

Improving Teaching Effectiveness Through The Application Of SPC Methodology

Cadden

Driscoll

Thompson

2008

CTMS

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“…Among the examples of obstacles that are frequently found in the literature are race, ethnic, and gender biases (Essien 2003;Niemann 1999;Turner 2002Turner , 2003; devaluation of scholarly research (Aldridge 2001;Gregory 2001;Turner et al 1999); lower teaching evaluation scores (McGowan 2000;Smith and Anderson 2005;Stanley 2006;Vargas 2002); demanding service obligations (Baez 2000); excessive new course preparations (Turner 2002); greater number of student advisees (Gregory 2001;Niemann 1999); and less mentoring compared with white faculty (Ashburn 2007). These obstacles are often damaging to faculty of color.…”

mentioning

confidence: 99%

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

et al. 2011

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This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.

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Students' Ratings of Professors: The Teaching Style Contingency for Latino/a Professors

Cited by 36 publications

References 16 publications

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Improving Teaching Effectiveness Through The Application Of SPC Methodology

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

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