Description
AN ABSTRACT OF THE DISSERTATION OF
Gina T. Chace for the degree of Doctor of Education in Learning, Leadership and
Community
Presented on April 1, 2022
Title: The Impact of Gender on Student Evaluations of Teaching for Women STEM
Professors
Abstract approved:
____________________________________________________
Suzanne Gaulocher, Ph.D., MPH Dissertation Committee Chair
Student evaluations of teaching (SETs) represent a widespread method of evaluating
effective teaching by colleges and universities. Literature suggests SETs are biased against
women and members of underrepresented groups, and their validity and reliability have
been called into question. Some evidence suggests student gender, as well as instructor
gender, may influence SETs. This mixed methods study examined 2,001 SET ratings for
294 STEM professors from seven gender-selective institutions using
RateMyProfessors.com. Quantitative data were analyzed using univariate and multivariate
general linear regression models. Qualitative data were coded to identify emergent themes
based upon student and instructor gender. While the overall ratings suggested that
similarity or dissimilarity between student gender and instructor gender was minimally
influential on SETs, subtle and nuanced differences were revealed. Statistically significant
findings suggested female students rated female instructors as more difficult while
simultaneously rating the quality of their instruction lower. Additional recommendations
for advocacy, and avenues for future research are presented.
