Journal ArticleDOI
Gender biases in student evaluations of teaching
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TLDR
This article used data from a French university to analyze gender biases in student evaluations of teaching (SETs) and found that male students express a bias in favor of male professors, despite the fact that students appear to learn as much from women as from men.About:
This article is published in Journal of Public Economics.The article was published on 2017-01-01. It has received 296 citations till now.read more
Citations
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Journal ArticleDOI
Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness
TL;DR: This paper showed that student evaluations of teaching (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.
Journal ArticleDOI
The extent and drivers of gender imbalance in neuroscience reference lists.
Jordan D. Dworkin,Kristin A. Linn,Erin G. Teich,Perry Zurn,Russell T. Shinohara,Danielle S. Bassett +5 more
TL;DR: It is found that women-led work tends to be undercited relative to expectations and this imbalance is driven largely by the citation practices of men and is increasing over time as the field diversifies.
Journal ArticleDOI
Gender Bias in Student Evaluations
TL;DR: This paper explored the relationship between gender and teaching evaluations by using both content analysis in student-evaluation comments and quantitative analysis of students' ordinal scoring of their instructors, finding that the language students use in evaluations regarding male professors is significantly different than language used in evaluating female professors.
Posted ContentDOI
The extent and drivers of gender imbalance in neuroscience reference lists
Jordan D. Dworkin,Kristin A. Linn,Erin G. Teich,Perry Zurn,Russell T. Shinohara,Danielle S. Bassett +5 more
TL;DR: It is found that reference lists tend to include more papers with men as first and last author than would be expected if gender were not a factor in referencing, and this overcitation of men and undercitation of women is driven largely by the citation practices of men, and is increasing over time as the field becomes more diverse.
Journal ArticleDOI
Gender Bias in Teaching Evaluations
TL;DR: This paper found that women receive systematically lower teaching evaluations than their male colleagues, and that the bias is driven by male students' evaluations, is larger for mathematical courses and particularly pronounced for junior women.
References
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Journal ArticleDOI
Identifying Significant Predictors of Student Evaluations of Faculty Through Hierarchical Regression Analysis
TL;DR: College teachers' ages and personalities, and students' course grades, gender, enrollment status, academic abilities, and ages were investigated as predictors of student evaluations of faculty.
Posted Content
Two to Tango? Gender Differences in the Decisions to Publish and Coauthor
TL;DR: The existence of old boy networks has long been postulated as a possible explanation for the presence of gender differences in market outcomes but with little empirical support because of the difficulty of measuring network access as discussed by the authors.
ReportDOI
A Professor Like Me: The Influence of Instructor Gender on College Achievement.
TL;DR: The authors found that a same-sex instructor increases average grade performance by at most 5 percent of its standard deviation and decreases the likelihood of dropping a class by 1.2 percentage points.
Posted Content
Is Team Formation Gender Neutral? Evidence from coauthorship patterns
Anne Boschini,Anna Sjögren +1 more
TL;DR: In this article, the authors investigate if team formation is gender neutral and find that gender sorting in coauthorship increases in the presence of women and single author significantly more than men.
Journal ArticleDOI
Estimating the impact of relative expected grade on student evaluations of teachers
TL;DR: This paper found that there is an incentive for instructors to grade leniently after accounting for the potential endogeneity of the relative expected grade variable due to unobserved teacher productivity and unobserved heterogeneity of instructors and departments.