Abstract
ABSTRACT In recent years, the presence of foreign-born female academics (FBFA) in U.S. higher education has noticeably increased. Despite this progress in inclusion and diversity, they continue to face significant challenges related to race and gender biases in education. These challenges are evident when student evaluations of teaching (SETs) are the mechanism that evaluates the effectiveness of their teaching. Adopting a duo-ethnography methodology, researchers examined the effects of SETs in their professional lives, exploring the intersections of their experiences in their academic roles. Results highlight the potential biases in SETs, emphasizing the need to question the trustworthiness of these measures.
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