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
Gender patterns in college students' choices of their best and worst professors
TL;DR: This paper found that male students chose a female professor as "best" less often than expected whereas female students chose an "awful" professor more frequently than expected, while female students preferred a "good" professor.
Journal ArticleDOI
Accounting for exogenous influences in performance evaluations of teachers
TL;DR: This paper constructs SETs using a tailored version of the non-parametric Data Envelopment Analysis approach, which accounts for different values and interpretations that teachers attach to 'good teaching' and reduces the impact of measurement errors and a-typical observations.
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Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test
TL;DR: In this paper, the authors make use of a unique setting in which students take a common, high-stakes post-test which is centrally graded and serves as the basis for capturing actual student learning.
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Two to tango? gender differences in the decisions to publish and coauthor
TL;DR: This article examined the role of networks on the joint decision to publish and co-author in a specific male-dominated profession and found evidence that women are able to plug into networks over time as the profession becomes more gender representative.
Journal ArticleDOI
Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams
TL;DR: The authors found that women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor compared to men and no evidence of a corresponding ethnicity effect on student evaluations of teaching.