Abstract
Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. Participants (N = 308) saw a picture of either a young or old male or female professor while listening to an audio lecture. Students reported greater perceived rapport with the female relative to the male professors and for younger versus older professors. However, students reported the male professors as more competent than the female professors. An interaction revealed that among female professors only, younger women were rated higher on rapport than comparison conditions. Thus, age and gender bias likely impact student evaluations of teaching. Our study also revealed higher quiz grades in the older-female condition, perhaps best explained by the older woman activating a schema for “mom.” Taken together, our results indicate that professor competence and kindness may foster learning best in the context of high expectations.
Highlights
Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations
Our first hypothesis was that students would rate the male professor in the current study as more effective than the female professor, regardless of age
Our second hypothesis was that whereas the younger female professor would earn higher ratings of attractiveness and rapport than the older female professor, this effect would not be seen for male professors
Summary
Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. Students reported greater perceived rapport and attractiveness with the female relative to the male professors and for younger versus older professors. An interaction revealed that among female professors only, younger women were rated as more attractive than comparison conditions. Age and gender bias likely impact student evaluations of teaching. Numerous factors beyond teacher effectiveness influence student evaluations Variables such as a student’s prior interest in the subject matter, expected grade in the course, and reason for taking the course reside within the student and are outside of an instructor’s control. Instructors must contend with variability in teaching evaluations based on student and contextual variables, recognizing that negative emotions may become associated with the course and teacher. An interaction between gender and age showed that students rated an older woman as less organized than a younger woman, male professors were rated the same regardless of age
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