The Impact of Gender on Student Evaluations of Teaching for Women STEM Professors.

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gender bias, STEM, SETs, student evaluations, women, professors
Chace, Gina
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 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.