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Multivariate Data Analysis With Readings

Are gender gaps due to evaluations of the applicant or the science? A natural experiment at a national funding agency.

Student evaluations of teaching (SET) are widely used in academic personnel decisions as a measure of teaching effectiveness. We show: SET are biased against female instructors by an amount that is large and statistically significant the bias affects how students rate even putatively objective aspects of teaching, such as how promptly assignments are graded the bias varies by discipline and by student gender, among other things it is not possible to adjust for the bias, because it depends on so many factors SET are more sensitive to students' gender bias and grade expectations than they are to teaching effectiveness gender biases can be large enough to cause more effective instructors to get lower SET than less effective instructors. These findings are based on nonparametric statistical tests applied to two datasets: 23,001 SET of 379 instructors by 4,423 students in six mandatory first-year courses in a five-year natural experiment at a French university, and 43 SET for four sections of an online course in a randomized, controlled, blind experiment at a US university.

https://www.science-open.com/document_file/25ff22be-8a1b-4c97-9d88-084c8d98187a/ScienceOpen/3507_XE6680747344554310733.pdf

Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness

Similarly to many scientific disciplines, neuroscience has increasingly attempted to confront pervasive gender imbalances. Although publishing and conference participation are often highlighted, recent research has called attention to the prevalence of gender imbalance in citations. Because of the downstream effects of citations on visibility and career advancement, understanding the role of gender in citation practices is vital for addressing scientific inequity. Here, we investigate whether gendered patterns are present in neuroscience citations. Using data from five top neuroscience journals, we find that reference lists tend to include more papers with men as first and last author than would be expected if gender were unrelated to referencing. Importantly, we show that this imbalance is driven largely by the citation practices of men and is increasing over time as the field diversifies. We assess and discuss possible mechanisms and consider how researchers might approach these issues in their own work.

The extent and drivers of gender imbalance in neuroscience reference lists.

http://www.anneboring.com/uploads/5/6/8/5/5685858/aboring_gender_biases_in_set_april_2014.pdf

Gender biases in student evaluations of teaching

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention.

/pdf/what-s-in-a-name-exposing-gender-bias-in-student-ratings-of-3sjwlbzwwq.pdf

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

Abstract Parents and people living in poverty are less likely to engage in leisure-time physical activity, yet these groups are underrepresented in socio-ecological studies of activity. To understand barriers and facilitators to leisure-time physical activity within these groups, this study draws on 138 interviews with low-income U.S. mothers to highlight the ways in which motherhood framed their decisions and ability to engage in physical activity. The challenges they faced were filtered through their practices as mothers; for example, they had little time and energy to be active because of the demands of daily childrearing and household labor. In addition, their strategies around leisure-time physical activity were tied to ideas of good mothering; for example, they sought opportunities that were free or low-cost for the entire family. Understanding how motherhood shapes low-income women’s leisure-time physical activity can inform interventions and policies to increase physical activity among this population.

Lillian MacNell

Papers

What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

“I have to be the example”: Motherhood as a lens for understanding physical activity among low-income women